2026届高三英语二轮复习写作训练：《 The Toy Tree》续写策略与语言解析
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| 名称 | 2026届高三英语二轮复习写作训练：《 The Toy Tree》续写策略与语言解析 |  | |
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《 The Toy Tree》续写策略与语言解析
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
The Toy Tree
It was a bare tree with thin branches which looked like they might snap(折断) at any moment, but it was the only tree in the estate gardens. In spring, the tree cheered up the gray concrete with its blossom. And, in summer, its shade comforted the restless heat.
Gabe loved the tree. He and his friends played by it all the time. The tree is a blessing for the community, but not for Mr. Snider, the caretaker, who hates the tree. When he had to mow(割) the grass around it or sweep its blossoms or fallen leaves from the path, he would grumble(咕哝), “It’s in my way.” or “Who has to clean up all this mess Me, that’s who!”
Sometimes he threatened to cut it down. One morning before the coming New Year, Gabe spotted him walking towards the tree with a chainsaw(电锯). He shouted, “Mum! What’s Mr. Snider doing ” Mum put down her knitting needles — she was knitting everyone's scarves and came over to the window. Gabe grabbed her hand and ran down two flights of stairs to the garden. Soon they were standing between Mr. Snider and the tree.
“Out of my way,” said the caretaker. “Time for this eyesore(眼中钉) to go.”
“This eyesore is of great public interest.” Mum tried to sound important.
“And we love this tree,” begged Gabe.
“Not a good enough reason.” Mr. Snider was getting his chainsaw ready.
Gabe desperately tried to think of more reasons to keep the tree, then he remembered the toy tree he’d seen in town. It had colourful gift tags(礼品签) on it and written on every tag was the name of a toy a child had wished for. Mum had explained to him that if someone took a tag and bought the gift on it, the charity would send it to a child who might not get New Year presents.
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。
Gabe said, “It is going to be a toy tree.”
By the weekend, the charity tags had arrived.
一、续写策略与过程优化（紧扣原文情节逻辑）
1. 冲突承接：锚定原文核心矛盾
原文冲突点：Snider 因树的 “麻烦” 欲砍伐，Gabe 以 “玩具树” 计划阻止（呼应原文 “镇上的玩具树” 细节）。
续写逻辑：先通过 Gabe 的急切解释（“Like the one in town! We’ll hang gift tags...”）强化计划可行性，再借母亲的 “community blessing” 呼应原文 “public interest”，形成话术闭环，为 Snider 妥协铺垫合理性。
策略亮点：保留 Snider “grumbled” 的性格标签，用 “One week” 的条件式妥协，既符合其固执特质，又为后续转变留足空间（高考续写需人物行为符合前设）。
2. 情节推进：以 “社区参与” 强化主题
标签实施场景：用 “raced to hang”“flutter like butterflies” 等动态描写，延续原文 “children playing by the tree” 的活力感，形成场景呼应。
社区互动细节：列举具体愿望（“teddy bear”“toy car”），让抽象的 “慈善” 落地；通过 “tags vanishing” 暗示参与度，避免空泛叙述（高考要求情节具体可感）。
3. 人物弧光：Snider 态度转变的三层标志
初始松动：“froze”（动作停顿）体现内心震动，对比原文 “grumble constantly” 形成反差；
隐性软化：“swept up a fallen leaf without grumbling”（细节暗示，避免直白表述）；
最终认可：“Guess it’s not an eyesore after all”（对话收束，呼应开头 “eyesore” 完成闭环）。
续写文本
Gabe said, “It is going to be a toy tree.” He pointed to the tree, eyes shining, and explained hurriedly, “Like the one in town! We’ll hang gift tags with kids’ wishes, and people will buy the toys for them. It’ll help kids who might not get New Year presents!” Mum nodded, adding, “It’ll make the tree a community blessing, Mr. Snider. Think of the smiles it’ll bring.” Mr. Snider paused, chainsaw in hand. He glanced at the tree, then at Gabe’s hopeful face. “One week,” he grumbled, “If it’s just a mess, down it comes.” Gabe cheered, squeezing Mum’s hand.
By the weekend, the charity tags had arrived. Gabe and his friends raced to hang them—red, green, and gold tags fluttered like butterflies on the branches. Neighbors stopped by, reading the wishes: “A teddy bear,” “A toy car,” “A coloring set.” Soon, tags started vanishing as people took them to buy gifts. Mr. Snider, passing by with his broom, froze. A little girl pointed at a tag, saying, “Daddy, let’s get that doll!” He watched her grin, then quietly swept up a fallen leaf without grumbling. On New Year’s Eve, the tree stood heavy with toys—donated gifts piled below. Mr. Snider stared, then mumbled, “Guess it’s not an eyesore after all.”
续写过程思维导图
原文核心信息 ：
树的意义：社区唯一的树，春有花、夏有荫，Gabe和朋友常玩
冲突：管理员Snider嫌树麻烦，想锯掉它
转折：Gabe想到“玩具树”（挂愿望标签，慈善赠礼）
续写第一段要素：Gabe解释“玩具树”计划（模仿镇上的树，挂标签、助儿童） - 妈妈助攻（强调社区价值，关联“公共利益”） - Snider妥协（给一周时间，隐含对Gabe的软化）
续写第二段要素：标签到达后的行动：孩子们挂标签，社区参与（取标签、买礼物） - Snider的态度转变：从旁观到沉默，最终认可（“不是眼中钉”） - 主题升华：树成为社区联结的象征（从“麻烦”到“祝福”）
核心词块分类（按功能场景）
类别 词块示例 高考考频指向
动作链描写 race to hang / squeeze one’s hand / pile below 连续动作体现情节推进
视觉意象 flutter like butterflies / red, green, and gold tags 色彩与比喻增强画面感
情感外化表达 eyes shining / hopeful face / grin 非语言描写展现人物心理
态度转变标志 grumble → froze → mumble 动词渐变体现性格发展
五、长难句分析
Gabe explained hurriedly, “Like the one in town! We’ll hang gift tags with kids’ wishes, and people will buy the toys for them.”
直接引语 + 逻辑衔接
结构：包含直接引语，引语中由 and 连接两个并列分句，and 表顺承逻辑，使情节推进清晰。第二个分句中 “for them” 指代 “kids with wishes”。
功能：通过 Gabe 的直接表述，快速交代 “玩具树” 的运作逻辑，体现他的急切与真诚，推动情节从 “冲突” 转向 “计划实施”。（高考要求对话贴合人物身份）
“One week,” he grumbled, “If it’s just a mess, down it comes.”
结构 ：if 引导条件状语从句 + 倒装句（down it comes）
功能：倒装强化 “砍伐” 的威胁，保留人物固执底色；条件状语从句为后续情节设限，制造悬念（高考续写需合理设置情节约束）。
Mr. Snider, passing by with his broom, froze. A little girl pointed at a tag, saying, “Daddy, let’s get that doll!”
结构：第一句中 “passing by with his broom” 为现在分词作定语，修饰 Mr. Snider；第二句中 “saying...” 为现在分词作伴随状语，引出女孩的话语。
功能：通过 “Snider 的静止” 与 “女孩的活跃” 形成对比，用非谓语动词精简叙事，凸显态度转变的触发点（高考高分句式：用分词替代从句，使表达更紧凑）。
六、策略总结
冲突解决：利用原文 “慈善玩具树” 伏笔，将 “砍树危机” 转化为 “社区联结契机”，体现 “问题→方案→共鸣” 的续写逻辑；
语言呼应：重复原文核心词（eyesore /community）形成首尾闭环，符合高考 “续写与原文连贯” 评分标准；
细节真实：通过具体玩具名称、色彩标签等细节，避免情节空泛，契合 “内容充实” 评分要点。聚焦高考续写的 “情节逻辑链” 和 “语言功能化”，强化了与原文细节的呼应及考点指向。
21世纪教育网(www.21cnjy.com)
《 The Toy Tree》续写策略与语言解析
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
The Toy Tree
It was a bare tree with thin branches which looked like they might snap(折断) at any moment, but it was the only tree in the estate gardens. In spring, the tree cheered up the gray concrete with its blossom. And, in summer, its shade comforted the restless heat.
Gabe loved the tree. He and his friends played by it all the time. The tree is a blessing for the community, but not for Mr. Snider, the caretaker, who hates the tree. When he had to mow(割) the grass around it or sweep its blossoms or fallen leaves from the path, he would grumble(咕哝), “It’s in my way.” or “Who has to clean up all this mess Me, that’s who!”
Sometimes he threatened to cut it down. One morning before the coming New Year, Gabe spotted him walking towards the tree with a chainsaw(电锯). He shouted, “Mum! What’s Mr. Snider doing ” Mum put down her knitting needles — she was knitting everyone's scarves and came over to the window. Gabe grabbed her hand and ran down two flights of stairs to the garden. Soon they were standing between Mr. Snider and the tree.
“Out of my way,” said the caretaker. “Time for this eyesore(眼中钉) to go.”
“This eyesore is of great public interest.” Mum tried to sound important.
“And we love this tree,” begged Gabe.
“Not a good enough reason.” Mr. Snider was getting his chainsaw ready.
Gabe desperately tried to think of more reasons to keep the tree, then he remembered the toy tree he’d seen in town. It had colourful gift tags(礼品签) on it and written on every tag was the name of a toy a child had wished for. Mum had explained to him that if someone took a tag and bought the gift on it, the charity would send it to a child who might not get New Year presents.
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。
Gabe said, “It is going to be a toy tree.”
By the weekend, the charity tags had arrived.
一、续写策略与过程优化（紧扣原文情节逻辑）
1. 冲突承接：锚定原文核心矛盾
原文冲突点：Snider 因树的 “麻烦” 欲砍伐，Gabe 以 “玩具树” 计划阻止（呼应原文 “镇上的玩具树” 细节）。
续写逻辑：先通过 Gabe 的急切解释（“Like the one in town! We’ll hang gift tags...”）强化计划可行性，再借母亲的 “community blessing” 呼应原文 “public interest”，形成话术闭环，为 Snider 妥协铺垫合理性。
策略亮点：保留 Snider “grumbled” 的性格标签，用 “One week” 的条件式妥协，既符合其固执特质，又为后续转变留足空间（高考续写需人物行为符合前设）。
2. 情节推进：以 “社区参与” 强化主题
标签实施场景：用 “raced to hang”“flutter like butterflies” 等动态描写，延续原文 “children playing by the tree” 的活力感，形成场景呼应。
社区互动细节：列举具体愿望（“teddy bear”“toy car”），让抽象的 “慈善” 落地；通过 “tags vanishing” 暗示参与度，避免空泛叙述（高考要求情节具体可感）。
3. 人物弧光：Snider 态度转变的三层标志
初始松动：“froze”（动作停顿）体现内心震动，对比原文 “grumble constantly” 形成反差；
隐性软化：“swept up a fallen leaf without grumbling”（细节暗示，避免直白表述）；
最终认可：“Guess it’s not an eyesore after all”（对话收束，呼应开头 “eyesore” 完成闭环）。
续写文本
Gabe said, “It is going to be a toy tree.” He pointed to the tree, eyes shining, and explained hurriedly, “Like the one in town! We’ll hang gift tags with kids’ wishes, and people will buy the toys for them. It’ll help kids who might not get New Year presents!” Mum nodded, adding, “It’ll make the tree a community blessing, Mr. Snider. Think of the smiles it’ll bring.” Mr. Snider paused, chainsaw in hand. He glanced at the tree, then at Gabe’s hopeful face. “One week,” he grumbled, “If it’s just a mess, down it comes.” Gabe cheered, squeezing Mum’s hand.
By the weekend, the charity tags had arrived. Gabe and his friends raced to hang them—red, green, and gold tags fluttered like butterflies on the branches. Neighbors stopped by, reading the wishes: “A teddy bear,” “A toy car,” “A coloring set.” Soon, tags started vanishing as people took them to buy gifts. Mr. Snider, passing by with his broom, froze. A little girl pointed at a tag, saying, “Daddy, let’s get that doll!” He watched her grin, then quietly swept up a fallen leaf without grumbling. On New Year’s Eve, the tree stood heavy with toys—donated gifts piled below. Mr. Snider stared, then mumbled, “Guess it’s not an eyesore after all.”
续写过程思维导图
原文核心信息 ：
树的意义：社区唯一的树，春有花、夏有荫，Gabe和朋友常玩
冲突：管理员Snider嫌树麻烦，想锯掉它
转折：Gabe想到“玩具树”（挂愿望标签，慈善赠礼）
续写第一段要素：Gabe解释“玩具树”计划（模仿镇上的树，挂标签、助儿童） - 妈妈助攻（强调社区价值，关联“公共利益”） - Snider妥协（给一周时间，隐含对Gabe的软化）
续写第二段要素：标签到达后的行动：孩子们挂标签，社区参与（取标签、买礼物） - Snider的态度转变：从旁观到沉默，最终认可（“不是眼中钉”） - 主题升华：树成为社区联结的象征（从“麻烦”到“祝福”）
核心词块分类（按功能场景）
类别 词块示例 高考考频指向
动作链描写 race to hang / squeeze one’s hand / pile below 连续动作体现情节推进
视觉意象 flutter like butterflies / red, green, and gold tags 色彩与比喻增强画面感
情感外化表达 eyes shining / hopeful face / grin 非语言描写展现人物心理
态度转变标志 grumble → froze → mumble 动词渐变体现性格发展
五、长难句分析
Gabe explained hurriedly, “Like the one in town! We’ll hang gift tags with kids’ wishes, and people will buy the toys for them.”
直接引语 + 逻辑衔接
结构：包含直接引语，引语中由 and 连接两个并列分句，and 表顺承逻辑，使情节推进清晰。第二个分句中 “for them” 指代 “kids with wishes”。
功能：通过 Gabe 的直接表述，快速交代 “玩具树” 的运作逻辑，体现他的急切与真诚，推动情节从 “冲突” 转向 “计划实施”。（高考要求对话贴合人物身份）
“One week,” he grumbled, “If it’s just a mess, down it comes.”
结构 ：if 引导条件状语从句 + 倒装句（down it comes）
功能：倒装强化 “砍伐” 的威胁，保留人物固执底色；条件状语从句为后续情节设限，制造悬念（高考续写需合理设置情节约束）。
Mr. Snider, passing by with his broom, froze. A little girl pointed at a tag, saying, “Daddy, let’s get that doll!”
结构：第一句中 “passing by with his broom” 为现在分词作定语，修饰 Mr. Snider；第二句中 “saying...” 为现在分词作伴随状语，引出女孩的话语。
功能：通过 “Snider 的静止” 与 “女孩的活跃” 形成对比，用非谓语动词精简叙事，凸显态度转变的触发点（高考高分句式：用分词替代从句，使表达更紧凑）。
六、策略总结
冲突解决：利用原文 “慈善玩具树” 伏笔，将 “砍树危机” 转化为 “社区联结契机”，体现 “问题→方案→共鸣” 的续写逻辑；
语言呼应：重复原文核心词（eyesore /community）形成首尾闭环，符合高考 “续写与原文连贯” 评分标准；
细节真实：通过具体玩具名称、色彩标签等细节，避免情节空泛，契合 “内容充实” 评分要点。聚焦高考续写的 “情节逻辑链” 和 “语言功能化”，强化了与原文细节的呼应及考点指向。
21世纪教育网(www.21cnjy.com)