2026届高考英语读后续写专项复习---Julia河边救助鳟鱼 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。

Julia always enjoyed running through The Dark Walk towards the light at the end of it. It was a dark, damp tunnel (隧道) made of smooth branches. This year she had the extra joy of showing it to her small brother, Stephen, and terrifying him as well as herself.

One day they found a hole on one side of the walk. Inside there was water, in which they perceived a panting trout (喘息的鳟鱼). They were both so excited that they were no longer afraid of the darkness as they bent down and peered at the fish panting in his tiny prison, his silver stomach going up and down like an engine; otherwise he was motionless. Julia wondered what he ate and thought of his hunger. She found him a worm. He ignored the food, and just went on panting. Bending over him, she thought how he had been in there. All the winter, in the dark tunnel, all day, all night, floating around alone.

Nobody knew how the fish got there. Her mother suggested that a bird had carried the egg. Her father thought that in the winter a small stream might have carried it down there as a baby, and it has been safe until summer came and the water began to dry up. Before they went to bed, Stephen asked his mummy the whole story of the trout, not really interested in the actual trout, but in the story which his mum began to make up for him, and Julia, in her bed, presented her back to them and read her book. But she kept one ear cocked. “And so, in the end, this naughty fish got bigger and bigger, and the water got smaller and smaller...” Passionately, she turned around and cried, “Mummy, don’t make it a horrible old moral story. Her mom even brought in a fairy (仙子), who had made it rain and filled the hole, so that the trout could float away down to the river below. Staring at the moon she knew there was no such thing as a fairy and that trout, down in the tunnel, was panting for his life.

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。

She sat up in the silent night and Stephen was sound asleep.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________

Julia poured the trout out of the pot into the river.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

一．文本分析

1．角色

___________________________________________________________________

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：平时（Julia常跑过黑暗小径）→ 某天（Julia和Stephen发现鳟鱼）→ 当天（观察鳟鱼、思考其来历）→ 夜晚（听妈妈讲故事、担忧鳟鱼）→ 续写情节（Julia深夜决定救鳟鱼→ 偷偷去隧道捞鱼→ 带鳟鱼去河边放生）→ ____________________（Julia收获内心的满足与成长）。

空间转换：黑暗小径（The Dark Walk）→ 小径旁的洞边（发现鳟鱼）→ Julia的家（讨论鳟鱼来历、听故事）→ Julia的卧室（深夜思考）→ 隧道洞边（捞起鳟鱼）→ _____________________（放生鳟鱼的场景）。

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

Julia常喜欢跑过黑暗小径，今年还带弟弟Stephen去，既开心又能吓到彼此→ 某天两人在小径一侧发现一个洞，洞里有水和一条喘息的鳟鱼→ 两人兴奋不已，忘却黑暗恐惧，仔细观察鳟鱼，Julia还找了虫子喂它但被无视→ 众人猜测鳟鱼的来历，妈妈和爸爸各有说法→ 睡前Stephen让妈妈讲鳟鱼的故事，Julia表面看书实则偷听→ 妈妈编的故事要加寓意，Julia反对，妈妈又加入仙子情节→ Julia知道没有仙子，担忧鳟鱼的性命→ 续写情节（Julia深夜起身，Stephen熟睡→ 她偷偷拿上小锅和手电筒，悄悄来到隧道洞边→ 小心翼翼地将鳟鱼捞进锅里，生怕伤到它→ 带着装着鳟鱼的锅来到河边→ 把鳟鱼放进河里，看着它游走）→ 鳟鱼进入水中后迅速恢复活力，摆了摆尾巴便向河中心游去→ Julia站在河边，望着鳟鱼消失的方向，内心满是释然与满足。

6. 情感线

梳理主要人物的情感变化轨迹：

Julia：愉悦兴奋（喜欢跑黑暗小径、带弟弟去）→ 惊喜好奇（发现鳟鱼）→ 担忧关切（担心鳟鱼饥饿、思考其处境）→ 不满较真（反对妈妈给故事加寓意）→ 焦虑牵挂（知道没有仙子，担忧鳟鱼性命）→ 坚定果断（决定亲自救鳟鱼）→ 谨慎紧张（捞鱼、带鱼过程中生怕出错）→ 最终心情/态度→ __________。

Stephen：害怕又好奇（跟着姐姐去黑暗小径）→ 兴奋新奇（发现鳟鱼）→ 兴趣淡然（对鳟鱼本身不感兴趣，只喜欢听故事）→ 安然沉睡（深夜毫无察觉）→ 最终心情/态度→ __________。

父母：温和包容（讨论鳟鱼来历、配合孩子）→ 耐心细致（妈妈给孩子编故事）→ 熟睡安稳（未察觉Julia的深夜行动）→ 最终心情/态度→ __________。

鳟鱼（拟人化）：痛苦无助（在小洞里喘息求生、拒绝进食）→ 不安警惕（被捞进锅里时）→ 兴奋自由（进入河里后恢复活力）→ 最终心情/态度→ __________。

7．文章大意概括

中文：

____________________________________________________________________________________

英文：