2026届高三英语读后续写专项复习---小小善意，星火燎原 导学案

该高中英语高考导学案聚焦读后续写核心考点，通过文本分析（角色、时空线、情节线等）系统梳理语篇结构与情感逻辑，将续写技巧与文本理解深度融合，借助问题导向（细节问答）和任务驱动（续写框架）引导学生自主构建情节发展脉络，形成从文本解读到创意表达的完整知识网络。 亮点在于诊断性自测与分层任务设计，如开篇细节问答帮助学生精准定位文本理解薄弱点，续写框架通过“衔接句设计—段落框架搭建—完整续写”阶梯任务培养语言能力和思维品质。每个模块配有情感线分析和综合概括练习，助力学生建立个性化写作策略，教师可依据学生续写成果实施针对性指导，有效提升备考实效。

阅读下面短文，根据所给段落开头语续写两段。 While writing report cards five years ago, Jennifer Thiessen was troubled by something. Her thirdgrade students were being evaluated on subjects such as math and science, but not on life skills — such as social responsibility and kindness. She mentioned her concerns to a fellow teacher at the school, and they figured out a plan. They assigned their students a project that had nothing to do with standard school subjects. Instead, it was centered on spreading goodwill. They called it the “Kindness Project”. Students from two separate thirdgrade classes made cupcakes at home and sold them for $1 during a series of bake sales at the school. They raised about $400 and used the proceeds to purchase small gifts and handed them out to strangers near the school. Many of the gift recipients seemed “caught off guard” at first, Thiessen said, though they were all in when the students explained what the project was about. Some were moved to tears. She decided to make it an annual activity for thirdgraders at the school. For the past five years, thirdgrade students at Watson Elementary School joined the Kindness Project every year. Given the success of the project, the school decided to broaden it this year to involve five classes. “It warmed my heart to help others,” Artie Foik, eight, said. The bigger idea of the project, Thiessen said, is the feelings they’ll carry with them as they grow. 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。 Paragraph 1： This year, more kids took part in the bakesale activity excitedly. Paragraph 2： One small act of kindness created a chain reaction. 一、文本分析 1．角色 　　________________________________________________________ 2．视角 第________人称 3．时空线 Teacher Jennifer found school evaluation ignored life skills like kindness--- _________________ ---She cooperated with a colleague to launch the Kindness Project--- _________________ ---Students sold cupcakes to raise money and gave gifts to strangers--- _________________ ---The warm act moved many people and became an annual school activity--- _________________ ---The project expanded to five classes this year and influenced more students 4. 细节问答 What problem troubled Jennifer while writing report cards? ：___________________________________ What is the core of the Kindness Project?：_________________________________ What did the students do in the project at first?：________________________________________________ How did strangers respond to students’ gifts?：__________________________________________ What change has taken place in the project this year?：_____________________________________________ What is the deeper meaning of the project according to Jennifer?：_________________________________________________ What life skill does the project help students learn?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 老师詹妮弗发现学校评价只关注学科成绩，缺失品德与生活能力考核→_________________ →与同事共同策划，发起以传递善意为核心的“善意计划”→三年级学生烘焙售卖纸杯蛋糕、筹集善款，为陌生人赠送礼物→路人猝不及防却深受感动，部分人热泪盈眶→项目成效显著，成为学校年度特色活动→_________________ →今年项目全面扩容，五个班级共同参与，覆盖面更广→孩子们收获温暖与成长，善意的种子悄然生根→（续写）今年更多孩子踊跃参与烘焙售卖，用心筹备、积极行动→（续写）微小善意引发连锁反应，温暖不断传递、扩散蔓延 6．情感线 Jennifer：concerned and thoughtful→___________→pleased and relieved→___________→hopeful and warm（续写） 7. 综合概括（中英各一句） 　　中文：______________________________________________________________________________________________________________________________________ 　　英文：______________________________________________________________________________________________________________________________________ 8. 句式 　　宾语从句；定语从句；状语从句；非谓语；并列句 ________________________________________________________________________________________________________________________________________________ 9. 本文主题 　　温情教育类：_______________________________________ 二.情节构造 Paragraph 1: This year, more kids took part in the bake‑sale activity excitedly. 　　衔接句1——What did the kids prepare and do in the activity? What was the result? ______________________________________________________________________________________________________________________________________ Paragraph 2: One small act of kindness created a chain reaction. 　　衔接句2——How did the kindness spread? What long-term influence did it bring?　______________________________________________________________________________________________________________________________________ 三．段落续写框架 　　第一段：今年，更多孩子兴奋地参与了蛋糕售卖活动。 　　①__________________→②__________________→③_______________； 　　第二段：小小的善意之举，引发了连锁反应。 　　④__________________→⑤__________________→⑥_______________。 四. 段落续写 　　This year, more kids took part in the bake‑sale activity excitedly.　_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 　　One small act of kindness created a chain reaction. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 　　Jennifer Thiessen（善于思考、用心育人、重视品德教育的善良教师）；Third-grade students（纯真热忱、乐于奉献、传递温暖的小学生）；Strangers（被善意打动、愿意传递美好的路人） 2．视角 　　第三人称 3．时空线 　　Jennifer noticed school evaluation only focused on academic subjects instead of life skills and kindness---She cooperated with a colleague to launch the warm Kindness Project---Students sold homemade cupcakes to raise money and gave gifts to strangers nearby---Most recipients were surprised and deeply moved by kids’ sincere kindness---The meaningful project became an annual traditional activity of the school---After five years’ success, the project expanded to five classes to influence more students 4. 细节问答 　　What problem troubled Jennifer while writing report cards? ：She found students were only evaluated on academic subjects instead of important life skills like kindness and social responsibility. 　　What is the core of the Kindness Project?：It centers on spreading goodwill and helping others through students’ own efforts. 　　What did the students do in the project at first?：They made and sold cupcakes at school, raised money and bought small gifts for nearby strangers. 　　How did strangers respond to students’ gifts?：They were initially caught off guard and many were moved to tears by the kids’ kindness. 　　What change has taken place in the project this year?：It has been broadened from two classes to five classes, involving more students. 　　What is the deeper meaning of the project according to Jennifer?：It lets children gain precious spiritual feelings that will benefit them for a lifetime as they grow up. 　　What life skill does the project help students learn?：It helps students learn kindness, social responsibility and the spirit of helping others. 　　What does the story tell us?：Small acts of kindness matter and can be passed on, bringing endless warmth and positive energy to the whole society. 5．情节线 　　老师詹妮弗发现学校评价只关注学科成绩，缺失品德与生活能力考核→察觉教育短板，与同事商议策划全新育人项目→发起以传递善意、践行善举为核心的“善意计划”→三年级学生烘焙售卖纸杯蛋糕、筹集善款，为周边陌生人赠送暖心礼物→路人起初意外错愕，知晓初衷后深受触动、热泪盈眶→项目成效显著、意义深远，成为学校年度特色育人活动→历经五年沉淀、口碑极佳，今年正式扩容升级→五个班级全员参与，更多孩子收获温暖与成长→善意种子扎根童心，滋养孩子品格成长→（续写）今年更多孩子踊跃参与活动，用心筹备、积极售卖，收获满满善意与成就感→（续写）微小善意打破局限、层层传递，引发社会连锁温暖反应，让美好持续蔓延 6．情感线 　　Jennifer：concerned and thoughtful→hopeful and expectant→pleased and relieved→proud and satisfied→warm and inspired（续写） 7. 综合概括（中英各一句） 　　中文：教师詹妮弗发现德育教育的缺失，发起善意计划，让学生通过亲手义卖、赠予礼物践行善意，传递温暖，微小的善举不仅滋养孩子成长，也温暖了整个社会。 　　英文：Teacher Jennifer launched the Kindness Project to make up for the lack of moral education. Students practiced kindness through practical actions, and their small warm acts brought positive changes and endless warmth to society. 8. 句式 　　状语从句：Given the success of the project, the school decided to broaden it this year to involve five classes. 　　非谓语动词：They assigned their students a project centered on spreading goodwill. 　　宾语从句：It warmed my heart to help others. 　　定语从句：The bigger idea of the project is the feelings they’ll carry with them as they grow. 9. 本文主题 　　温情教育类：善意是最珍贵的生活能力，微小善举亦可星火燎原，德育滋养成长，温暖传递世间美好。 二.情节构造 Paragraph 1: This year, more kids took part in the bake‑sale activity excitedly. 　　衔接句1——What did the kids prepare and do in the activity? What was the result? 　　More students joined the activity, prepared homemade cupcakes and warm cards, sold goods enthusiastically and raised more money to help others. Paragraph 2: One small act of kindness created a chain reaction. 　　衔接句2——How did the kindness spread? What long-term influence did it bring? 　　The kids’ kindness touched more people, inspired others to pass on goodwill, spread positive energy and rooted kindness in every student’s heart. 三．段落续写框架 　　第一段：今年，更多孩子兴奋地参与了蛋糕售卖活动。 　　①五个班级的孩子全员投入，在家精心制作蛋糕、手写暖心贺卡→②在校积极售卖，耐心介绍善意计划，吸引众多师生路人→③销量与筹款大幅提升，孩子们收获满满喜悦与成就感； 　　第二段：小小的善意之举，引发了连锁反应。 　　①孩子们用善款购置礼物，赠予路人，温暖无数人心→②受触动的人们主动传递善意，校园内外温情蔓延→③善意代代传承，淬炼孩子品格，让温暖常驻世间。 四. 段落续写（标准答案） 　　This year, more kids took part in the bake‑sale activity excitedly. Students from five classes devoted themselves to the project wholeheartedly. They carefully made various delicious cupcakes at home with their parents’ help and prepared warm greeting cards by themselves. When the bake sale started at school, the kids sold cupcakes enthusiastically, introducing their Kindness Project patiently to every buyer. Their sincere smiles and earnest words attracted many teachers, students and even passers-by. Before long, all cupcakes were sold out, and they raised far more money than before, filling every child with great joy and pride. 　　One small act of kindness created a chain reaction. With the money they raised, the kids bought more exquisite gifts and delivered them to strangers around the school. Many recipients were deeply touched, and some even chose to pass on kindness by helping others in need. The warm project also spread across the whole school. More students from other grades volunteered to join the activity. Year after year, the simple Kindness Project has rooted love and warmth in children’s hearts. It teaches them that kindness is a precious life skill, and every tiny good deed can light up the world and make it a much warmer place. 学科网（北京）股份有限公司 $