2026届高考英语读后续写专项复习---Tom与象棋俱乐部 导学案

该高中英语高考复习学案系统梳理了读后续写专题的核心考点，涵盖情节发展、人物心理、主题升华等关键要素，按文本分析（角色、视角、时空线）、情节构造（矛盾冲突、过渡逻辑）、主题提炼分层架构知识点，通过问题导向（如核心矛盾分析）、任务驱动（情节线梳理）引导学生自主构建知识网络。 亮点在于诊断性文本分析和进阶式写作指导，开篇设置文本要素自测题（角色心理变化、时空线梳理等），学生通过分析核心矛盾和情感线索匹配个性化写作路径，培养思维品质与语言能力。每个模块配有情节发展思维导图和情感线跟踪表，帮助学生自主诊断提升，教师可通过学情数据精准指导，支持因材施教。

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。 The last bell rang. Tom headed for the school gate to meet his closest friend, Mike. They grew up together and shared all their troubles and dreams. As an only child, Tom regarded Mike as the brother he had never had. As always, Mike was already there, waiting for him. “I'm going to try out for the basketball team,” he announced, eyes shining with excitement. “You'll make it for sure,” Tom replied. He stopped for a moment and then said, “I'm thinking of joining the chess club.” Mike turned quickly to face Tom, his eyes wide with shock. “What? That's such a bad idea! Chess clubs are for losers” he cried out. “I was only thinking about it. I didn't say I'd definitely join,” Tom said, trying not to sound too disappointed. Back home at dinner, Tom told his mom about the conversation. “Joining the chess club would be a good chance to make new friends, and I really want to play chess with people my own age,” he said, “But what will Mike think?” Mom just smiled and encouraged him to choose what made him happy. “Only you know what's right for you, not anyone else,” she added gently. A few days later, Tom worked up the courage to tell Mike he'd joined the chess club anyway. Mike got angry, shouting “You made a big mistake, Tom, now everyone will think you are a loser” Tom was shocked at his friend's words. Still, deep inside his heart, he had made up his mind to join the chess club and go after what he truly loved, so he walked away without saying a word. After all, that was his own choice, and he hoped Mike could respect his decision. Tom walked to his chess club at Mr. Robert’s classroom. On the way there, he started to feel upset. Maybe this was the end of his relationship with Mike. Doubts flooded him as he was about to open the door to the club. What if Mike was right? What if the chess club was full of losers? Maybe everyone at school would think he was a loser, too. 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。 To his surprise, Mr. Robert and the six members gave him a warm welcome. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Soon the news that their team won the national first prize reached the school. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一．文本分析 1．角色 ______________________________________________________ 2．视角 第______人称视角 3．时空线 学校放学时（Tom与Mike在校门口相遇，Mike告知要参加篮球队，Tom提及想加入象棋俱乐部遭Mike强烈反对）--- Tom家中晚餐时（Tom向妈妈倾诉烦恼，妈妈鼓励他遵从内心选择）--- 几天后（Tom告知Mike自己已加入象棋俱乐部，Mike愤怒指责，Tom虽难过仍坚持选择并离开）--- 前往象棋俱乐部途中（Tom因友情危机感到沮丧，对加入俱乐部产生怀疑）--- （续写）_________________（Tom受到俱乐部热烈欢迎，融入集体并积极训练）--- （续写）_____________________（象棋俱乐部赢得全国一等奖，消息传回学校，Tom与Mike和解） 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 学校放学时（Tom与Mike相遇，Mike要参加篮球队，Tom想加入象棋俱乐部遭反对）--- Tom家中晚餐时（Tom向妈妈倾诉，妈妈鼓励他遵从内心）--- 几天后（Tom告知Mike已加入象棋俱乐部，遭愤怒指责，Tom坚持选择离开）--- 前往象棋俱乐部途中（Tom因友情危机沮丧，对加入俱乐部产生怀疑）--- （续写）_____________________________--- （续写）_______________________________________ 6．情感线 Tom：期待加入象棋俱乐部→ 因Mike反对而失望→ 妈妈鼓励后坚定→ 遭Mike指责的难过与坚定→ 前往俱乐部途中的沮丧与怀疑→ （续写）受欢迎后的安心与振奋→ 训练中的专注与热爱→ 获奖后的自豪与释然→ __________________________ Mike：得知Tom想法的震惊→ Tom坚持选择后的愤怒→ （续写）得知Tom获奖后的愧疚与敬佩→ _______________________ Tom的妈妈：倾听时的温和→ 鼓励时的坚定与温柔 象棋俱乐部成员：迎接Tom时的热情→ 训练时的团结→ 获奖时的喜悦 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：To his surprise, Mr. Robert and the six members gave him a warm welcome. 衔接句 1—— 对 “迫降过程中‘我’与Jacob的状态” 提问：Tom受到欢迎后内心会有怎样的变化？俱乐部成员会如何帮助他融入？Tom会展现出怎样的象棋天赋或努力态度？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文Tom的怀疑情绪？又如何为后续“赢得全国一等奖”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 “获奖消息” 做铺垫：______________________________________________________________________________________________________________________ 第二段提示句：Soon the news that their team won the national first prize reached the school. 衔接句 1—— 对 “海滩上的具体场景” 提问：获奖消息传回学校后，师生们会有怎样的反应？Tom与Mike会有怎样的交集与对话？ 衔接句 2—— 对 “情节结局与主题升华” 提问：Mike的态度会发生怎样的转变？这一转变如何呼应“友情需要尊重”的主题？Tom通过这次经历会有怎样的感悟？ 主题：______________________________________________________________________________________________________________________ 三、段落构思 第一段：To his surprise, Mr. Robert and the six members gave him a warm welcome. 梳理第一段写作思路：①开篇承接提示句，描写Tom受到欢迎后的内心变化，化解前文的怀疑与沮丧；②刻画俱乐部成员的友好互动（如主动介绍、邀请对弈等），展现集体温暖；③加入Tom参与训练的细节，体现他对象棋的热爱与努力，为获奖做铺垫；④以Tom融入集体、坚定信念收尾，自然过渡到第二段的比赛结果。 续写：__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：Soon the news that their team won the national first prize reached the school. 梳理第二段写作思路：①开篇承接提示句，描写获奖消息传回学校后的热烈反响；②聚焦Tom与Mike的互动，展现Mike态度的转变（从愤怒到愧疚、敬佩）；③通过两人的对话完成友情和解；④以Tom的感悟收尾，升华“坚持自我、友情需尊重”的主题。 续写：__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一.文本分析 1．角色 Tom：独生子，重视友情，内心敏感但有主见。起初因好友Mike的反对而犹豫是否加入象棋俱乐部，最终坚持追随内心热爱，面对友情危机时虽难过但不妥协，展现出成长中的独立与勇气。 Mike：Tom的挚友，性格外向冲动，对事物有刻板印象（认为象棋俱乐部是失败者的聚集地）。重视与Tom的友情，但不懂得尊重他人的选择，因Tom违背自己的意愿而愤怒，体现出青春期的偏执与不成熟。 Tom的妈妈：温柔睿智、善于引导。在Tom纠结于友情与自我选择时，鼓励他遵从内心，传递出“坚持自我”的积极观念，是Tom成长路上的支持者。 Mr. Robert：象棋俱乐部指导老师，温和友善。以温暖的态度接纳Tom，为Tom营造了包容的成长环境，助力Tom坚定选择。 象棋俱乐部成员：热情友好、团结协作。他们的接纳让Tom感受到归属感，共同努力赢得比赛，印证了象棋俱乐部的积极氛围。 2．视角 第三人称视角 3．时空线 学校放学时（Tom与Mike在校门口相遇，Mike告知要参加篮球队，Tom提及想加入象棋俱乐部遭Mike强烈反对）--- Tom家中晚餐时（Tom向妈妈倾诉烦恼，妈妈鼓励他遵从内心选择）--- 几天后（Tom告知Mike自己已加入象棋俱乐部，Mike愤怒指责，Tom虽难过仍坚持选择并离开）--- 前往象棋俱乐部途中（Tom因友情危机感到沮丧，对加入俱乐部产生怀疑）--- （续写）象棋俱乐部内（Tom受到热烈欢迎，融入俱乐部并积极训练）--- （续写）比赛后（象棋俱乐部赢得全国一等奖，消息传回学校，Tom与Mike的关系出现转机） 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？ 核心矛盾：Tom对加入象棋俱乐部的热爱与Mike的反对、友情危机之间的冲突，以及Tom内心“坚持自我”与“害怕失去友情”的纠结。作用：这一矛盾是情节发展的核心驱动力，推动故事从“友情互动”转向“选择困境”，再到“坚持选择后的成长”，制造情节张力，让故事脉络清晰。推动人物行动与形象塑造：矛盾促使Tom从犹豫纠结到鼓起勇气告知选择，再到面对指责仍坚持自我，一系列行动展现了他的内心成长与独立；同时，Mike的反对与愤怒也凸显了他的刻板印象与不成熟，而Tom妈妈的引导则衬托出她的睿智，让人物形象更加丰满。 （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？ Tom的心理变化：期待加入象棋俱乐部→因Mike反对而失望→在妈妈鼓励下坚定选择→告知Mike后遭指责的难过与坚定→前往俱乐部途中的沮丧与怀疑→（续写）受到欢迎后的安心与振奋→获奖后的自豪与释然。Mike的心理变化：得知Tom想加入象棋俱乐部的震惊→Tom坚持选择后的愤怒→（续写）得知Tom获奖后的愧疚与敬佩。呼应作用：Tom的心理变化串联起“产生想法→遭遇阻碍→坚持选择→获得认可”的情节线，Mike的心理变化则从“反对”到“转变”，形成情节反转，推动故事从“冲突”走向“和解”。深化主题：两人的心理变化印证了“坚持自我、追随热爱终将获得认可”的主题，也体现了“友情需要尊重与理解”的核心内涵。 （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？ 关键细节：①Tom将Mike视为“从未有过的兄弟”，体现两人友情深厚，为后续Tom因友情危机而纠结做铺垫；②妈妈鼓励Tom“选择让自己开心的事”，为Tom坚持加入象棋俱乐部提供了精神支撑，铺垫了他后续不妥协的态度；③Tom前往俱乐部途中的怀疑，与续写中“受到热烈欢迎”形成对比，突出俱乐部的温暖氛围，为他融入集体、坚定信念做铺垫；④Mike认为“象棋俱乐部是失败者的聚集地”，这一刻板印象为后续他得知Tom获奖后的态度转变做铺垫，形成情节张力。意义：这些细节让人物行为更具合理性，情节发展更自然，同时强化了“坚持自我”与“友情尊重”的主题。 （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？ 情节推进逻辑：放学时Tom与Mike的选择分歧（情节起点，交代冲突背景）→ Tom向妈妈倾诉并获得鼓励（情节铺垫，坚定Tom的选择）→ Tom告知选择遭Mike愤怒指责（情节发展，冲突升级，展现Tom的坚持）→ Tom前往象棋俱乐部途中的纠结（情节转折前的铺垫，强化内心冲突）→ （续写）Tom融入俱乐部并积极训练（情节发展，展现成长）→ （续写）俱乐部获奖，Mike态度转变（情节高潮与结局，冲突化解，完成成长闭环）。主题脉络：从“面对选择的纠结”到“坚持自我的勇气”，再到“热爱获得认可、友情达成和解”，凸显了“勇敢追随内心热爱，坚持自我终将获得认可”的核心主题，同时传递出“友情需要相互尊重与理解”的温暖内涵。 5．情节线 学校放学时（Tom与Mike相遇，Mike要参加篮球队，Tom想加入象棋俱乐部遭反对）--- Tom家中晚餐时（Tom向妈妈倾诉，妈妈鼓励他遵从内心）--- 几天后（Tom告知Mike已加入象棋俱乐部，遭愤怒指责，Tom坚持选择离开）--- 前往象棋俱乐部途中（Tom因友情危机沮丧，对加入俱乐部产生怀疑）--- （续写）象棋俱乐部内（Tom受热烈欢迎，融入集体并积极参与训练）--- （续写）比赛后（象棋俱乐部获全国一等奖，消息传回学校，Mike转变态度，两人和解） 6．情感线 Tom：期待加入象棋俱乐部→ 因Mike反对而失望→ 妈妈鼓励后坚定→ 遭Mike指责的难过与坚定→ 前往俱乐部途中的沮丧与怀疑→ （续写）受欢迎后的安心与振奋→ 训练中的专注与热爱→ 获奖后的自豪与释然→ 与Mike和解后的温暖 Mike：得知Tom想法的震惊→ Tom坚持选择后的愤怒→ （续写）得知Tom获奖后的愧疚与敬佩→ 主动和解时的诚恳 Tom的妈妈：倾听时的温和→ 鼓励时的坚定与温柔 象棋俱乐部成员：迎接Tom时的热情→ 训练时的团结→ 获奖时的喜悦 7．文章大意概括 中文：放学时，Tom告知挚友Mike自己想加入象棋俱乐部，却遭到Mike的强烈反对，Mike认为象棋俱乐部是失败者的聚集地。Tom向妈妈倾诉后，得到妈妈“遵从内心选择”的鼓励。几天后，Tom不顾Mike反对加入了象棋俱乐部，Mike愤怒指责他，Tom虽难过但仍坚持自己的选择并离开。前往象棋俱乐部的路上，Tom因担心失去友情而沮丧，还对自己的选择产生了怀疑。 英文：When school was over, Tom told his best friend Mike that he wanted to join the chess club, but was strongly opposed by Mike, who thought chess clubs were for losers. After talking to his mom about it, Tom got encouraged to "choose what made him happy". A few days later, Tom joined the chess club despite Mike's opposition. Mike got angry and blamed him, but Tom, though sad, stuck to his choice and left. On the way to the chess club, Tom felt upset for fearing losing his friendship with Mike and began to doubt his own decision. 8．句式示例 宾语从句：Tom told his mom about the conversation. “Joining the chess club would be a good chance to make new friends, and I really want to play chess with people my own age,” he said, “But what will Mike think?”（what引导宾语从句，作think的宾语） 同位语：“I'm going to try out for the basketball team,” he announced, eyes shining with excitement.（eyes shining with excitement作伴随状语，补充说明主语的状态，相当于同位语性质的补充成分） 状语从句：Still, deep inside his heart, he had made up his mind to join the chess club and go after what he truly loved, so he walked away without saying a word.（so引导结果状语从句） 比喻：As an only child, Tom regarded Mike as the brother he had never had.（将Mike比作从未有过的兄弟，生动体现两人友情深厚） 9．主题归类 1. 勇敢追随内心热爱，坚持自我选择，不被他人的偏见左右；2. 真正的友情需要相互尊重与理解，而非强迫对方迎合自己；3. 成长过程中，亲人的理解与鼓励是坚定自我的重要支撑；4. 打破刻板印象，每个人都有追求自己热爱的权利，热爱不分高低贵贱。 二、情节构造 第一段提示句：To his surprise, Mr. Robert and the six members gave him a warm welcome. 衔接句 1—— 对 “Tom在俱乐部的融入过程” 提问：Tom受到欢迎后内心会有怎样的变化？俱乐部成员会如何帮助他融入？Tom会展现出怎样的象棋天赋或努力态度？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文Tom的怀疑情绪？又如何为后续“赢得全国一等奖”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 “获奖消息” 做铺垫：第一段聚焦Tom融入象棋俱乐部的过程，通过描写他受到的温暖欢迎、内心的转变以及与成员们的团结训练，展现了俱乐部的积极氛围和Tom的努力与成长，让“赢得全国一等奖”的情节更具合理性；同时，Tom在俱乐部的归属感与成就感，也让他后续面对Mike时更有底气，为两人的和解埋下伏笔，实现了从“内心怀疑”到“积极成长”的过渡。 第二段提示句：Soon the news that their team won the national first prize reached the school. 衔接句 1—— 对 “获奖后的场景与互动” 提问：获奖消息传回学校后，师生们会有怎样的反应？Tom与Mike会有怎样的交集与对话？ 衔接句 2—— 对 “情节结局与主题升华” 提问：Mike的态度会发生怎样的转变？这一转变如何呼应“友情需要尊重”的主题？Tom通过这次经历会有怎样的感悟？ 主题：勇敢坚持自我选择、追随内心热爱，终将获得认可；真正的友情基于相互尊重，偏见会在事实面前消解，理解与接纳才是友情的真谛。 三、段落构思 第一段：To his surprise, Mr. Robert and the six members gave him a warm welcome. 梳理第一段写作思路：①开篇承接提示句，描写Tom受到欢迎后的内心变化，化解前文的怀疑与沮丧；②刻画俱乐部成员的友好互动（如主动介绍、邀请对弈等），展现集体温暖；③加入Tom参与训练的细节，体现他对象棋的热爱与努力，为获奖做铺垫；④以Tom融入集体、坚定信念收尾，自然过渡到第二段的比赛结果。 续写：To his surprise, Mr. Robert and the six members gave him a warm welcome. They smiled and waved at him, and one of the members even came over to shake his hand and introduce the club's daily training. Tom's doubts faded away gradually. He joined their practice, and found that everyone was passionate about chess and skilled. Mr. Robert also gave him careful guidance. Tom practiced hard with them every day, and his chess skills improved rapidly. He felt a strong sense of belonging here, and was glad he had stuck to his choice. 第二段：Soon the news that their team won the national first prize reached the school. 梳理第二段写作思路：①开篇承接提示句，描写获奖消息传回学校后的热烈反响；②聚焦Tom与Mike的互动，展现Mike态度的转变（从愤怒到愧疚、敬佩）；③通过两人的对话完成友情和解；④以Tom的感悟收尾，升华“坚持自我、友情需尊重”的主题。 续写：Soon the news that their team won the national first prize reached the school. The whole school was excited, and many students came to congratulate Tom. When Tom walked past the playground, Mike stopped him. Looking a little embarrassed, Mike said, "Tom, I'm sorry for what I said before. I was wrong to look down on the chess club. You're amazing!" Tom smiled and said, "It's okay, Mike. I know you care about me." They hugged each other, and their friendship was restored. Tom realized that sticking to what he loved not only brought him success, but also made him understand the true meaning of friendship. 学科网（北京）股份有限公司 $