2026届高三英语读后续写专项复习---等待的蓝色勇气 导学案

该高中英语高考复习学案聚焦读后续写核心考点，通过文本分析（角色、视角、时空线等）系统梳理情节与情感逻辑，以问题链（如细节问答）和任务驱动（情节构造、续写框架设计）引导学生自主构建续写思路，形成从文本解读到逻辑拓展的完整认知体系。 亮点在于自主诊断与分层引导，开篇设置文本细节问答（如Leo的性格、画作含义）帮助学生自测文本理解，续写框架分步骤（如情节衔接、情感递进）指导表达，培养语言能力与思维品质。每个模块配有情节线梳理表和情感变化分析，助力学生个性化知识建构，教师可通过学生续写练习精准把握学情，实现因材施教。

阅读下面的材料，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。 Every Friday, our small-town library held a “Story Hour” for kids. As the new librarian, I noticed one boy who always arrived early, sat in the corner, and never spoke. His name was Leo, eight years old, with a faded blue ribbon (丝带) pinned to his backpack. One afternoon, after reading about a brave little fox, I invited the children to draw their favorite scene. The room buzzed with this activity — children colored foxes leaping, trees blooming, and stars twinkling — but Leo sat still for a long moment, twisting his pencil between his fingers. Finally, he began to draw, and his hand moved slowly but surely: a small fox curled gently beside a sleeping boy, their forms wrapped in soft, quiet warmth. When he shyly held up the drawing, his dark eyes shone with a quiet light, yet the faded blue ribbon on his backpack fluttered gently in the breeze from the open window, like a tiny flag carrying unspoken sorrow. I knelt down to his level and whispered, “Your fox looks lonely.” Leo nodded. “He’s waiting for his friend to wake up.” Before I could ask more, his grandmother hurried in, thanking me quickly and leading him away. The ribbon was caught on the door, and came loose. Leo didn’t notice. The next Friday, Leo arrived late, ribbon missing. He searched his bag, tears welling. I pulled out a spare length of blue satin (缎) I used for craft hour. “Let’s make a new one,” I said. We cut, folded, and glued the satin together. When we finished, we pinned the new blue ribbon to his backpack, and as he looked at it, a smile bloomed on his face — bright, warm, and unhurried, like sunlight breaking through thin clouds at dawn. As we finished, he whispered, “My brother wore the old one in the hospital. He said blue was brave.” My heart tightened. “Where is your brother now?” Leo looked at the fox drawing, “Still asleep.” That evening, I closed the library with a plan. I printed Leo’s sketch, added a blank page, and wrote: “Once upon a time, a fox waited for a boy who breathed blue dreams ...” 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题纸的相应位置作答。 The following Friday, Leo ran in, bringing the new ribbon and my printed page. Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. 一、文本分析 1．角色 The librarian（I）：________________________________________ Little Leo：________________________________________ Leo’s brother：________________________________________ 2．视角 第________人称 3．时空线 The new librarian held weekly Story Hour for kids--- _________________ --- Quiet little Leo always sat alone with a blue ribbon on his backpack--- _________________ --- Leo drew a lonely fox waiting for a sleeping friend--- _________________ --- Leo’s grandma took him away, and his old blue ribbon was lost accidentally--- _________________ --- The librarian made a new blue ribbon for Leo and gained his trust--- _________________ --- Leo revealed the blue ribbon stood for his sick brother’s bravery--- The librarian decided to continue Leo’s fox story 4. 细节问答 What was Leo like in the library? ：___________________________________ What did Leo draw after the fox story?： _________________________________ What did Leo’s drawing show?： ________________________________________________ What happened to Leo’s old blue ribbon?： __________________________________________ How did the librarian comfort sad Leo?： _____________________________________________ What did the blue ribbon mean to Leo and his brother?： _________________________________________________ What did Leo mean by saying “His brother is still asleep”?： ________________________________________________________ What does the story tell us?： ________________________________________________ 5．情节线 小镇图书馆每周举办儿童故事时光，新来的图书管理员留意到安静的男孩Leo→_________________ →听完狐狸故事后，Leo画出孤独的狐狸陪伴沉睡男孩的画作→管理员察觉画中的孤独，轻声询问→Leo未细说便被奶奶带走，背包丝带意外遗失→_________________ →Leo失丝带落泪，管理员亲手为他制作新丝带，逗笑Leo→Leo吐露丝带是生病哥哥的信物，蓝色代表勇敢，哥哥一直在“沉睡”→_________________ →（续写）Leo带着故事书页重返图书馆，与管理员共同续写温暖故事→（续写）医院来电邀约，温暖治愈的故事传递善意与勇气 6．情感线 Leo：silent and lonely→___________→sad and upset→___________→hopeful and warm Librarian：observant and gentle→___________→sympathetic and loving 7. 综合概括（中英各一句） 中文： ________________________________________________________________________ 英文： ________________________________________________________________________ 8. 句式积累（原文核心句型） 状语从句、定语从句、非谓语动词、并列句摘抄仿写： ________________________________________________________________________ 9. 本文主题 温情治愈类：_______________________________________ 二、情节构造 Paragraph 1: The following Friday, Leo ran in, bringing the new ribbon and my printed page. 衔接句1——What did Leo do? How did they continue the story? ________________________________________________________________________ Paragraph 2: Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. 衔接句2——Why did the nurse call? What warm ending did the story get? 三、段落续写框架 第一段 第二个周五，Leo奔跑着来到图书馆，带来了崭新的丝带和我打印的书页。 →①__________________→②__________________→③_______________； 第二段 两周后，一位护士致电图书馆，邀请Leo带着狐狸故事前往307病房。 →④__________________→⑤__________________→⑥_______________。 四、段落续写（150词左右） The following Friday, Leo ran in, bringing the new ribbon and my printed page. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 The librarian（I）：gentle, careful and warm-hearted, good at discovering children’s inner feelings and offering kindness Little Leo：quiet, sensitive and affectionate boy, deeply misses his sick brother and holds firm belief in bravery Leo’s brother：a brave boy who fought against illness, regards blue as the color of bravery 2．视角 第一人称 3．时空线 The new librarian held weekly Story Hour for kids--- The librarian noticed the quiet lonely boy Leo --- Quiet little Leo always sat alone with a blue ribbon on his backpack--- Leo listened to the fox story and finished a touching drawing --- Leo drew a lonely fox waiting for a sleeping friend--- The librarian sensed the hidden sorrow behind the painting --- Leo’s grandma took him away, and his old blue ribbon was lost accidentally--- Leo felt heartbroken for losing the meaningful ribbon --- The librarian made a new blue ribbon for Leo and gained his trust--- Leo opened up and told the secret behind the blue ribbon --- Leo revealed the blue ribbon stood for his sick brother’s bravery--- The librarian decided to continue Leo’s fox story 4. 细节问答 What was Leo like in the library?：He was quiet and shy, always arriving early, sitting alone in the corner and never speaking. What did Leo draw after the fox story?：He drew a small lonely fox curling beside a sleeping boy. What did Leo’s drawing show?：It showed Leo’s loneliness and his longing for his sick sleeping brother. What happened to Leo’s old blue ribbon?：It was caught on the door and came loose when Leo left with his grandma. How did the librarian comfort sad Leo?：She made a new blue satin ribbon and pinned it on Leo’s backpack. What did the blue ribbon mean to Leo and his brother?：It stood for bravery, and Leo’s brother believed blue was the color of bravery in hospital. What did Leo mean by saying “His brother is still asleep”?：His brother was seriously ill and had been lying in hospital, fighting with illness. What does the story tell us?：Tiny kindness can warm lonely hearts, and bravery and expectation can bring warmth and hope to people suffering hardships. 5．情节线 小镇图书馆每周举办儿童故事时光，新来的图书管理员留意到安静的男孩Leo→Leo沉默寡言，背包上始终系着一条旧蓝丝带 →听完狐狸故事后，Leo画出孤独的狐狸陪伴沉睡男孩的画作→管理员察觉画中的孤独，轻声询问→Leo未细说便被奶奶带走，背包丝带意外遗失→丢失信物的Leo伤心落泪，满心失落 →Leo失丝带落泪，管理员亲手为他制作新丝带，逗笑Leo→Leo吐露丝带是生病哥哥的信物，蓝色代表勇敢，哥哥一直在“沉睡”→管理员深受触动，决定续写故事守护孩子的温柔期盼 →（续写）Leo带着故事书页重返图书馆，与管理员共同续写温暖故事→（续写）医院来电邀约，温暖治愈的故事传递善意与勇气 6．情感线 Leo：silent and lonely→lost and sorrowful→sad and upset→comforted and grateful→hopeful and warm Librarian：observant and gentle→curious and concerned→sympathetic and loving 7. 综合概括（中英各一句） 中文：沉默的小男孩Leo将对患病哥哥的思念寄托在蓝丝带与画作中，温柔的图书管理员察觉他的悲伤，用善意与陪伴续写温暖故事，传递勇气与希望。 英文：Quiet little Leo pinned his longing for his sick brother on a blue ribbon and a fox drawing. The kind librarian sensed his hidden sorrow, comforted him with kindness and continued his warm story to pass on bravery and hope. 8. 句式积累（原文核心句型） 1. 现在分词作伴随状语：His name was Leo, eight years old, with a faded blue ribbon pinned to his backpack. 2. 定语从句：He whispered a warm sentence that showed his sincere love for his brother. 3. 时间状语从句：As we finished, he told me the secret behind the blue ribbon. 4. 独立主格结构：Tears welling in his eyes, he searched his bag anxiously for the lost ribbon. 9. 本文主题 温情治愈类：细微善意足以治愈孤独心灵，勇气与期盼藏于温柔，平凡的陪伴是最温暖的力量。 二、情节构造 Paragraph 1 衔接句：Leo shared his inner thoughts shyly and worked with me patiently to enrich the story with warm details of bravery and waiting. Paragraph 2 衔接句：The story warmed the sick boy and the whole ward, bringing courage and comfort to those suffering from illness. 三、段落续写框架 第一段 第二个周五，Leo奔跑着来到图书馆，带来了崭新的丝带和我打印的书页。 →①Leo满脸欣喜，主动拿出书页想要续写故事→②他小声诉说心事，增添温暖的细节→③我们一同完善故事，字里行间满是期盼与温柔； 第二段 两周后，一位护士致电图书馆，邀请Leo带着狐狸故事前往307病房。 →①原来Leo的哥哥一直躺在307病房与病魔抗争→②Leo轻声为哥哥讲述故事，传递蓝色的勇敢→③温柔的故事治愈人心，为病房带来希望与温暖。 四、标准范文续写 The following Friday, Leo ran in, bringing the new ribbon and my printed page. His face lit up with pure joy, and the new blue ribbon on his backpack shone brightly. Without hesitation, he sat down beside me and began to add details to the story. He wrote that the brave blue fox waited patiently and believed the sleeping boy would wake up soon. I listened quietly and helped him polish the sentences gently. The simple story was filled with sincere love and firm hope, touching me deeply. Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. It turned out that Leo’s brother was receiving treatment in that ward. Holding the storybook tightly, Leo walked into the ward softly and read the warm story to his sick brother gently. Moved by the pure and brave story, his weak brother smiled faintly. The blue ribbon, the fox story and endless expectation conveyed the power of bravery and love, warming every lonely and tough moment in the hospital. 学科网（北京）股份有限公司 $