2026届高考英语读后续写专项复习---Lily与Harris先生的围巾故事 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。 It was a freezing December afternoon, with snowflakes dancing in the wind like tiny white butterflies. Lily, a 16-year-old student, pulled her coat tighter around her, her breath forming little clouds in the cold air as she walked home from school. At the corner of Maple Street, there stood an old oak tree that had watched over the neighborhood for decades. Under it, Mr. Harris, an 80-year-old man with silver hair and warm eyes, had sold hand-knitted scarves every winter for the past five years. His scarves were always popular — passers by often stopped to admire the neat stitches (针脚), and kids loved pointing out the little animal patterns he secretly wove into some.  Today, though, the usual wooden stall — polished smooth by years of use, with a small “Handmade with Love” sign — was empty. Instead, a weathered cardboard box, its edges frayed from the cold, sat under the tree, its lid propped open by a pinecone. A crumpled note, written in shaky handwriting, was taped to it: “Free to those in need — stay warm, friends. No need to pay, just pass the kindness on.” Curious, Lily brushed off the snow and lifted the lid. Inside were six scarves, each folded neatly. Just as she ran her finger over a sky blue scarf stitched with stars, a faint, rasping cough came from behind the tree. Lily turned and gasped. Mr. Harris was leaning heavily against the trunk, his shoulders hunched, his face as pale as the snow on the ground. His hands, usually steady as he knit, were trembling, and his usual woolen hat was askew. “Mr. Harris! Are you all right?” she asked, rushing over. He stumbled trying to stand, so she helped him sit on a snow-dusted branch. “Just a cold, dear, nothing to fret about,” he said weakly, his voice thin. “Woke up this morning feeling dizzy, couldn’t set up the stall today. But these scarves — they took me all week. Didn’t want them to sit here and get forgotten.” Lily nodded, her heart squeezing. She rushed to the nearby café, where Mrs. Patel, the owner, knew Mr. Harris well, and brought back a steaming cup of hot cocoa. He sipped it slowly, and as the warmth spread, a faint pink returned to his cheeks. “You’re a good girl, Lily,” he said, giving her a small smile. 注意：续写词数应为150左右。 As Mr. Harris regained strength, he told Lily more about the scarves. ——————————————————————————————————————————————————————————————————————————————————————————————————— A month later, when Lily passed the oak tree again, she stopped in surprise. ——————————————————————————————————————————————————————————————————————————————————————————————————— 一、文本分析 1．角色： _____________________________________________________________ 2．视角 第 _________________________人称视角 3．时空线 12月一个寒冷的下午（Lily放学回家，途经Maple街的老橡树，发现常在此卖手工围巾的Harris先生摊位空着）→ 老橡树下（Lily发现树下的纸箱、留言条及围巾，随后在树后找到身体不适的Harris先生）→ 树旁（Lily搀扶Harris先生坐下，听他说明情况后，前往附近咖啡馆取来热可可）→ 树旁（Harris先生喝了热可可后逐渐恢复体力）→ （续写）____________________________（第一段续写场景：请结合提示句补充）→ （续写）_______________________（第二段续写场景：请结合提示句补充） 4．文章线索 （1）“Harris先生的身体不适与未售出的围巾”构成核心矛盾，这一矛盾对情节发展有何作用？如何推动角色心理变化及主题凸显？ （2）“Harris先生的困境”与“Lily的热心帮助”形成对比，这一对比为何能强化主题？如何让故事发展更具合理性？ （3）“寒冷的天气”“老橡树与多年的摊位”“免费围巾与留言条”“Lily主动取热可可”“Harris的虚弱与对围巾的珍视”这些细节有何意义？它们为后续情节做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“发现异常—探寻原因—主动帮助—倾听故事—见证传递”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 12月寒冷下午：Lily放学回家，途经Maple街老橡树，发现常卖手工围巾的Harris先生摊位空着→ 老橡树下：Lily看到树下的纸箱、“免费赠送、传递善意”的留言条及六条围巾，意外在树后发现面色苍白、身体不适的Harris先生→ 树旁：Lily搀扶Harris先生坐下，得知他因感冒头晕无法摆摊，又不舍围巾被遗忘→ 树旁：Lily前往附近咖啡馆取来热可可，Harris先生喝下后逐渐恢复气色→ （续写）进入教室：________________________（结合提示句补充）→ （续写）________________________（结合提示句补充） 6．情感线 Lily：好奇（发现空摊位与纸箱）→ 惊讶与担忧（看到虚弱的Harris先生）→ ________________________→ ________________________→ ________________________→ ________________________ 父母：（结合文本合理推测）对孩子的日常牵挂→ ________________________ Mr. Harris：无奈（生病无法摆摊）→ 欣慰（围巾能被赠送）→ ________________________→ ________________________→ ________________________ Mrs. Patel：友善（对邻里熟悉且热心）→ ________________________ 邻里：（结合续写合理推测）→ ________________________→ ________________________→ ________________________ 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：As Mr. Harris regained strength, he told Lily more about the scarves. 衔接句 1—— 对 “围巾背后的故事” 提问：Harris先生讲述的围巾故事核心是什么？是关于编织的初衷、特定的纪念意义，还是对路人的祝福？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何通过围巾故事深化Harris先生的善意形象？又如何为第二段“善意传递”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 “适应新环境” 做铺垫：________________________________________________________________________________________________________________________________ 第二段提示句：A month later, when Lily passed the oak tree again, she stopped in surprise. 衔接句 1—— 对 “惊讶的具体内容” 提问：Lily看到了什么让她惊讶的场景？是更多的免费物品、他人的善意行为，还是与Harris先生相关的温暖变化？ 衔接句 2—— 对 “情节结局与主题升华” 提问：这一场景如何体现“善意的传递”？Harris先生的初衷是否实现？结局如何呼应核心主题？Lily会有怎样的感悟？ 主题： ____________________________________________________________________ 三、段落构思 第一段：As Mr. Harris regained strength, he told Lily more about the scarves. 梳理第一段写作思路：请结合提示句，梳理本段写作思路（含角色状态、情节核心、过渡作用）： ________________________________________________________________________________________________________________________________ 续写： _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：A month later, when Lily passed the oak tree again, she stopped in surprise. 梳理第二段写作思路：请结合提示句，梳理本段写作思路（含场景描写、情节核心、主题升华）： ________________________________________________________________________________________________________________________________ 续写： _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： Lily：16岁学生，善良热心、细心体贴，面对他人困境能主动伸出援手；内心柔软，容易被善意打动，最终成为善意的见证者与认同者。 Mr. Harris：80岁老人，心灵手巧、充满善意，坚持五年编织售卖手工围巾；即使自身生病，仍牵挂着要将围巾赠予有需要的人，希望传递善意，是温暖与坚守的象征。 Mrs. Patel：咖啡馆老板，热心友善，与Harris先生相熟，愿意配合Lily提供帮助，体现了邻里间的温暖。 2．视角 第 三 人称视角 3．时空线 寒冬十二月的下午（Lily放学回家，天气严寒）→ 枫树街街角（Lily看到老橡树，回忆Harris先生常年在此卖手工围巾）→ 橡树底下（今日摊位空置，仅有纸箱和免费围巾留言，Lily发现Harris先生生病）→ 橡树旁（Lily帮助Harris先生，为他取来热可可，Harris先生感谢Lily）→ （续写）橡树旁（第一段续写场景：Harris先生向Lily讲述围巾背后的故事，透露捐赠初衷是帮助贫困路人，希望善意传递）→ （续写）一个月后橡树旁（第二段续写场景：Lily再次路过橡树，看到多人效仿Harris先生，摆放各类保暖物品传递善意，场面温暖） 4．文章线索 （1）“Harris先生的善意（免费赠送围巾）”与“自身的困境（生病无法摆摊）”构成核心矛盾，这一矛盾对情节发展有何作用？如何推动Lily的心理变化及主题凸显？ （2）“严寒的天气”与“人与人之间的温暖”形成对比，这一对比为何能强化“善意传递”的主题？如何让故事的情感表达更具感染力？ （3）“雪花如白蝴蝶飞舞”“手工围巾的精致针脚”“破旧纸箱与暖心留言”“Lily取热可可”“Harris先生虚弱的笑容”这些细节有何意义？它们为后续“善意传递”的情节做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“严寒放学—发现异常—救助老人—聆听故事—续写善意传递”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 寒冬午后：Lily放学回家，天气极寒，雪花纷飞→ 枫树街街角：Lily看到老橡树，想起Harris先生常年在此售卖手工围巾，围巾因精致受欢迎→ 橡树底下：今日摊位空缺，仅有破旧纸箱，箱内是免费围巾，留言要求“传递善意”→ 树后：Lily发现Harris先生生病虚弱，无法摆摊→ 橡树旁：Lily帮助Harris先生坐下，跑去买热可可，Harris先生饮用后好转并感谢Lily→ （续写）橡树旁：Harris先生恢复力气，向Lily讲述围巾的故事，透露捐赠初衷是帮助贫困路人，希望善意传递→ （续写）一个月后橡树旁：Lily路过，看到多人效仿Harris先生，摆放各类保暖物品传递善意，路人有序捐赠与领取，场面温暖 6．情感线 Lily：放学时因严寒感到寒冷→ 看到空置摊位的好奇→ 发现Harris先生生病的担忧→ 帮助老人后的关切→ 聆听围巾故事后的感动→ 目睹善意传递后的温暖与欣慰 Harris先生：生病后的虚弱难受→ 担心围巾被遗忘的牵挂→ 得到帮助后的感激→ 讲述善意初衷时的真诚→ 对善意传递的期盼 Mrs. Patel：对Harris先生的熟悉与友善→ 愿意提供帮助的热心 后续捐赠者：被Harris先生善意感染后的认同→ 主动传递善意的真诚 7．文章大意概括 中文： 寒冬十二月的一个下午，16岁的学生Lily放学回家，天气严寒，雪花纷飞。在枫树街街角的老橡树下，80岁的Harris先生五年来每年冬天都会在此售卖手工围巾，他的围巾因针脚精致、藏有小动物图案而深受邻里喜爱。但今天，原本熟悉的摊位却空空如也，只有一个边缘磨损的纸箱放在树下，箱内整齐叠放着六条围巾，上面贴着一张字迹颤抖的留言：“免费赠予有需要的人——愿你温暖，朋友。无需付费，只需传递善意。”Lily好奇地拂去箱上的积雪，就在她指尖触碰到一条绣着星星的天蓝色围巾时，树后传来微弱的咳嗽声。她转头一看，发现Harris先生虚弱地靠在树干上，脸色苍白，双手颤抖。Lily立刻上前搀扶他坐下，还跑到附近相熟的咖啡馆取来热可可。Harris先生慢慢喝过热可可后气色好转，称赞Lily是个善良的女孩。随着力气逐渐恢复，Harris先生向Lily讲述了围巾背后的故事，透露自己因看到贫困路人受冻而决定免费赠巾，希望善意能传递下去。一个月后，Lily再次路过老橡树，惊讶地发现这里已成为善意的聚集地，众人效仿Harris先生摆放各类保暖物品，延续着温暖的传递。 英文： On a freezing December afternoon, 16-year-old student Lily walked home from school. Under the old oak tree at the corner of Maple Street, 80-year-old Mr. Harris had sold hand-knitted scarves every winter for five years, which were popular for their neat stitches and hidden animal patterns. However, his usual stall was empty that day, replaced by a worn cardboard box with six folded scarves inside and a note: "Free to those in need — stay warm, friends. No payment needed, just pass the kindness on." Lily found Mr. Harris ill behind the tree, helped him and brought him hot cocoa. When he regained strength, Mr. Harris told Lily he gave scarves for free to help the poor and hoped kindness would be passed on. A month later, Lily was surprised to see people following Mr. Harris' example to pass on warmth at the oak tree. 8．句式示例 宾语从句：He said weakly that he woke up feeling dizzy and couldn’t set up the stall that day. 同位语：An 80-year-old man with silver hair and warm eyes, Mr. Harris had sold hand-knitted scarves every winter for the past five years. 状语从句：As she walked home from school, her breath formed little clouds in the cold air. 比喻：It was a freezing December afternoon, with snowflakes dancing in the wind like tiny white butterflies. 9．主题归类 善意不分大小与身份，平凡人的小小善举也能温暖人心；善意具有强大的传递性，一人的真诚善意能带动一群人延续温暖；困境中的善意更显珍贵，即使自身身处难处，仍心怀他人的善良最动人；人与人之间的温暖互动，能抵御外界的寒冷与冷漠；邻里间的守望相助、陌生人之间的善意传递，是构建温暖社会的基础。 二、情节构造 第一段提示句：As Mr. Harris regained strength, he told Lily more about the scarves. 衔接句 1—— 对 “围巾背后的故事” 提问：Harris先生讲述的围巾故事核心是什么？是关于编织的初衷、特定的纪念意义，还是对路人的祝福？ 参考答案：核心是“延续善意”。示例：围巾是为了纪念去世的妻子（妻子生前喜欢编织并帮助他人），他希望通过编织围巾传递妻子的善意，也让寒冷中的路人感受到温暖。 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何通过围巾故事深化Harris先生的善意形象？又如何为第二段“善意传递”的情节做铺垫？ 参考答案：深化形象：通过讲述故事，说明Harris的善意并非一时兴起，而是对他人、对亲人的长久牵挂，让形象更丰满。铺垫作用：故事让Lily深刻理解善意的意义，激发她对“传递善意”的认同，为后续她关注、甚至参与善意传递做铺垫。 过渡逻辑：请说明第一段情节如何为第二段的 “善意传递” 做铺垫： 参考答案：第一段中，Harris先生讲述围巾背后的善意故事，让Lily感受到“善意传递”的温暖与价值，也让读者了解到Harris“传递善意”的初衷。这种情感铺垫让第二段“邻里延续善意”的情节更自然——Lily的惊讶与感动有了源头，邻里的行为也呼应了Harris的初衷，形成“发起善意—理解善意—传递善意”的完整逻辑。 第二段提示句：A month later, when Lily passed the oak tree again, she stopped in surprise. 衔接句 1—— 对 “惊讶的具体内容” 提问：Lily看到了什么让她惊讶的场景？是更多的免费物品、他人的善意行为，还是与Harris先生相关的温暖变化？ 参考答案：示例：Lily看到老橡树下摆满了各种手工物品——围巾、手套、帽子，甚至还有热饮券，每个物品旁都贴着类似Harris当初的留言条：“免费领取，传递善意”。Harris先生正坐在一旁，微笑着帮路人挑选物品，身体已然痊愈。 衔接句 2—— 对 “情节结局与主题升华” 提问：这一场景如何体现“善意的传递”？Harris先生的初衷是否实现？结局如何呼应核心主题？Lily会有怎样的感悟？ 参考答案：体现传递：邻里主动摆放免费物品，延续了Harris“免费赠送、传递善意”的行为，形成“一人发起、众人参与”的善意链条。初衷实现：Harris希望“传递善意”，而邻里的行为正是对其初衷的回应，让善意在社区中蔓延。呼应主题：结局展现了善意的“感染力”与“延续性”，呼应“善意不分大小，传递便会温暖人心”的核心主题。Lily的感悟：示例：原来善意就像一粒种子，只要种下，便会生根发芽，温暖整个世界。 主题： 参考答案：善意是无声的温暖，它能跨越困境、连接你我；而善意的传递，能让这份温暖无限延续，让平凡的社区充满爱与希望。 三、段落构思 第一段：As Mr. Harris regained strength, he told Lily more about the scarves. 梳理第一段写作思路：①开篇承接提示句，引出Harris先生讲述围巾故事；②刻画核心细节（如编织时间、捐赠初衷——帮助贫困路人、希望善意传递）；③描写Lily的反应（如感动、认同），为第二段善意传递做铺垫。 续写： As Mr. Harris regained strength, he told Lily more about the scarves. “Each one takes me three whole days to knit,” he murmured, glancing at the cardboard box. “I used to sell them to make a little extra money, but this winter, I saw so many homeless people shivering in the cold. I couldn’t just stand by.” His eyes shone with sincerity. “The note is my only wish — I don’t need any payment. I just hope whoever gets these scarves can pass the kindness on to someone else in need.” Lily listened quietly, her heart filled with warmth and admiration for the kind old man. 第二段：A month later, when Lily passed the oak tree again, she stopped in surprise. 梳理第二段写作思路：①开篇承接提示句，描写Lily的惊讶情绪；②刻画具体惊喜场景（如纸箱变大、物品增多、新的留言、路人有序领取并捐赠）；③描写Lily的内心感悟，升华“善意传递”的主题。 续写： A month later, when Lily passed the oak tree again, she stopped in surprise. The small cardboard box was gone, replaced by a sturdy wooden one filled with scarves, gloves, hats and even hot chocolate sachets. A new note read: “Keep Mr. Harris’ kindness alive — pass the warmth on!” Several neighbors were placing their donations into the box, and a homeless man picked up a hat, whispering “thank you” softly. Lily smiled warmly, realizing that kindness was like a seed — planted by Mr. Harris, it had grown and bloomed in the neighborhood. 学科网（北京）股份有限公司 $