2026届高考英语读后续写专项复习---Tim的绰号风波 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 Tim was a senior high school student who loved giving nicknames (绰号) to his classmates. However, almost all the nicknames he came up with were meant to mock (嘲笑) his classmates. For example, he called Lisa “Big Glasses” just because she wore thick-framed glasses to see clearly. Mike, who was a little heavier than others, was given the nickname “Fatty” by Tim. The classmates didn’t like Tim’s behavior at all. Lisa once told Tim sadly, “Please don’t call me ‘Big Glasses’ anymore. It really hurts my feelings.” Mike also warned Tim, “If you keep calling me ‘Fatty’, I won’t talk to you.” But Tim paid no attention to their words. He thought it was all in good fun and often laughed when he called others by those nicknames. Gradually, no one wanted to hang out with Tim. During breaks, while other students were chatting and playing together in the classroom or on the playground, Tim always sat alone in his seat. Sometimes he tried to join a group of classmates, but they would simply drift away. Tim felt a bit lonely, but he still didn’t realize that his habit of giving bad nicknames was the reason. One afternoon, Tim stayed in the classroom to finish his math homework. Sam, whom Tim regarded as his good friend, came in with two other boys. Tim didn’t make a sound, so they didn’t notice him. He heard Sam say, “Tim is so boring. He only knows how to give foolish nicknames to others. I call him ‘Nickname Freak’ behind his back.” The other boys laughed. Tim’s heart sank. He finally understood how hurtful those nicknames were and how impolite and disrespectful his behavior was. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题纸相应位置作答。 That night, Tim could barely sleep. ______________________________________________________________________________________________________________________________________________________________________________________________________ After Tim apologized, something nice happened. ______________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：___________________________________________________________ 2．视角 第 _________________________人称视角 3．时空线 平日（Tim喜欢给同学起带嘲笑意味的绰号，如称Lisa“大眼镜”、Mike“胖子”）→ 多次发生（Lisa伤心抗议、Mike强硬警告，但Tim不以为意）→ 逐渐地（同学纷纷疏远Tim，他课间独自待着，尝试融入却被排斥，虽感孤独却不知原因）→ 一天下午（Tim留在教室写作业，无意间听到Sam和其他同学背后称他“绰号怪胎”）→ （续写）当晚：________________________→ （续写）之后：________________________ 4．文章线索 （1）“Tim起嘲笑性绰号”与“同学反感、疏远”构成核心矛盾，这一矛盾对情节发展有何作用？如何推动Tim的心理变化及主题凸显？ （2）“Tim对他人的嘲笑”与“自身被背后起绰号”形成对比，这一对比为何能强化主题？如何让Tim的转变更具合理性？ （3）“给Lisa、Mike起绰号”“同学抗议警告”“Tim被疏远”“听闻Sam称自己‘绰号怪胎’”这些细节有何意义？它们为后续“Tim道歉、改变”做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“起绰号—被抗议—被疏远—听绰号醒悟—道歉—收获改变”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 平日：Tim喜欢给同学起嘲笑性绰号，称Lisa“大眼镜”、Mike“胖子”→ 多次发生：Lisa伤心请求Tim停止，Mike警告Tim再叫绰号就断交，Tim均不在意→ 逐渐地：同学都不愿和Tim相处，他课间独自待着，尝试加入同学群体却被排斥，感到孤独却不知缘由→ 一天下午：Tim留教室写数学作业，无意间听到视为好友的Sam和其他同学背后叫他“绰号怪胎”，内心深受打击，终于明白自己的行为有多伤人→ （续写）当晚：________________________（结合提示句补充）→ （续写）道歉后：________________________ 6．情感线 Tim：随意（起绰号时的轻率）→ 不以为意（面对抗议时的漠视）→ 轻微孤独（被疏远时）→ ________________________→ ________________________→ ________________________ Lisa：受伤（被起绰号时）→ 期待（提出抗议时）→ 失望（Tim无视时）→ ________________________ Mike：愤怒（被起绰号时）→ 强硬（发出警告时）→ ________________________ Sam：反感（对Tim的行为）→ 无奈（选择背后吐槽）→ ________________________ 其他同学：厌恶（对Tim的行为）→ 排斥（疏远Tim）→ ________________________ 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：________________________________________________________________ 不定式结构：______________________________________________________________ 9．主题归类 __________________________________________________________________________________________________________________________________________________________ 二、情节构造 第一段提示句：That night, Tim could barely sleep. 衔接句 1—— 对 “Tim失眠时的状态与心理” 提问：Tim失眠时会做什么？脑海中反复回想哪些画面？内心会产生怎样的情绪（如愧疚、后悔）？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何展现Tim的醒悟？又如何为第二段“主动道歉”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 “道歉与关系修复” 做铺垫：________________________________________________________________________________________________________________________________ 第二段提示句：After Tim apologized, something nice happened. 衔接句 1—— 对 “‘美好的事情’具体内容” 提问：同学们收到道歉后会有怎样的反应？Tim的人际关系会发生哪些具体变化？ 衔接句 2—— 对 “情节结局与主题升华” 提问：这一结局如何呼应“知错能改、尊重他人”的核心诉求？Tim会有怎样的感悟？ 主题：____________________________________________________________________ 三、段落构思 第一段：That night, Tim could barely sleep. 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：After Tim apologized, something nice happened. 梳理第二段写作思路：请结合提示句，梳理本段写作思路（含角色反应、情节核心、主题升华）：________________________________________________________________________________________________________________________________ 续写：_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： Tim：高中生，喜欢给同学起绰号，且绰号多带嘲笑意味，初期无视同学感受，缺乏同理心与分寸感，后经刺激幡然醒悟，懂得反思与道歉。 Lisa：Tim的同学，因戴厚框眼镜被起绰号“大眼镜”，内心受伤，勇敢表达自身感受。 Mike：Tim的同学，因体型偏胖被起绰号“胖子”，态度强硬地警告Tim，维护自身尊严。 Sam：Tim原本视为好朋友的同学，因反感Tim起绰号的行为，在背后称其“绰号怪胎”，间接促使Tim反思。 其他同学：厌恶Tim起绰号的行为，拒绝与他交往，体现集体对不尊重行为的排斥。 2．视角 第 三 人称视角 3．时空线 平日（Tim喜欢给同学起带嘲笑意味的绰号，如称Lisa“大眼镜”、Mike“胖子”）→ 多次发生（Lisa伤心抗议、Mike强硬警告，但Tim不以为意）→ 逐渐地（同学纷纷疏远Tim，他课间独自待着，尝试融入却被排斥，虽感孤独却不知原因）→ 一天下午（Tim留在教室写作业，无意间听到Sam和其他同学背后称他“绰号怪胎”）→ （续写）当晚（Tim深受打击，难以入眠，开始深刻反思自身行为）→ （续写）之后（Tim主动向被自己伤害的同学道歉，收获了意想不到的美好结果） 4．文章线索 （1）“Tim起嘲笑性绰号”与“同学反感、疏远”构成核心矛盾，这一矛盾对情节发展有何作用？如何推动Tim的心理变化及主题凸显？ 参考答案：核心矛盾是情节发展的核心驱动力，推动故事从“Tim肆意起绰号”到“同学反抗疏远”，再到“Tim听闻自身绰号醒悟”的层层递进。推动心理变化：Tim从最初的不以为意、觉得有趣，到被疏远后的轻微孤独，再到听闻绰号后的内心刺痛与幡然醒悟，矛盾的升级让其心理变化更具层次感。主题凸显：通过矛盾的产生、升级与解决，凸显“尊重他人是人际交往的基础，知错能改方显成长”的核心主题。 （2）“Tim对他人的嘲笑”与“自身被背后起绰号”形成对比，这一对比为何能强化主题？如何让Tim的转变更具合理性？ 参考答案：对比让Tim亲身体验到被绰号伤害的滋味，使其深刻理解自己此前行为的残忍，比单纯的劝说更有冲击力，强化了“尊重是相互的”这一主题。合理性体现：Tim此前无视同学感受，是因为未换位思考，而当自己成为被嘲笑对象时，瞬间共情同学的痛苦，这种“亲身经历后的醒悟”符合人性逻辑，让其从漠视到反思再到道歉的转变更真实可信。 （3）“给Lisa、Mike起绰号”“同学抗议警告”“Tim被疏远”“听闻Sam称自己‘绰号怪胎’”这些细节有何意义？它们为后续“Tim道歉、改变”做了怎样的铺垫？ 参考答案：细节意义：“起绰号”交代矛盾的源头，体现Tim的不尊重；“同学抗议”展现他人的态度，说明Tim行为的不当；“被疏远”呈现行为的后果，让Tim初尝孤独；“听闻自身绰号”是关键转折点，直接促使Tim反思。铺垫作用：这些细节逐步积累矛盾，让Tim的醒悟并非突兀之举，而是经历“犯错—忽视—受罚—共情”后的必然结果，为后续道歉、获得谅解的情节奠定逻辑基础。 （4）故事的情节推进逻辑是什么？从“起绰号—被抗议—被疏远—听绰号醒悟—道歉—收获改变”，情节发展背后凸显了怎样的主题脉络？ 参考答案：情节推进逻辑：以“Tim的绰号行为”为核心，按“肆意犯错（起嘲笑性绰号）—无视反馈（拒绝接受抗议）—承担后果（被同学疏远）—幡然醒悟（亲身体验伤害）—主动弥补（道歉）—获得成长（关系改善）”的逻辑展开。主题脉络：从“忽视他人感受、缺乏尊重”，到“亲身体验后懂得共情与反思”，再到“主动道歉实现自我成长与关系修复”，凸显“尊重他人即尊重自己，知错能改是成长的重要标志”的主题脉络。 5．情节线 平日：Tim喜欢给同学起嘲笑性绰号，称Lisa“大眼镜”、Mike“胖子”→ 多次发生：Lisa伤心请求Tim停止，Mike警告Tim再叫绰号就断交，Tim均不在意→ 逐渐地：同学都不愿和Tim相处，他课间独自待着，尝试加入同学群体却被排斥，感到孤独却不知缘由→ 一天下午：Tim留教室写数学作业，无意间听到视为好友的Sam和其他同学背后叫他“绰号怪胎”，内心深受打击，终于明白自己的行为有多伤人→ （续写）当晚：Tim难以入睡，反复回想自己对同学的伤害，下定决心道歉→ （续写）道歉后：被Tim伤害过的同学原谅了他，其他同学也重新接纳他，Tim收获了真诚的友谊，也懂得了尊重他人的重要性。 6．情感线 Tim：随意（起绰号时的轻率）→ 不以为意（面对抗议时的漠视）→ 轻微孤独（被疏远时）→ 刺痛与醒悟（听闻自身绰号后）→ 愧疚与坚定（决心道歉）→ 释然与喜悦（获得谅解、重获友谊） Lisa：受伤（被起绰号时）→ 期待（提出抗议时）→ 失望（Tim无视时）→ 谅解（Tim真诚道歉后） Mike：愤怒（被起绰号时）→ 强硬（发出警告时）→ 认可（看到Tim的改变后） Sam：反感（对Tim的行为）→ 无奈（选择背后吐槽）→ 接纳（Tim道歉后） 其他同学：厌恶（对Tim的行为）→ 排斥（疏远Tim）→ 包容（Tim改变后） 7．文章大意概括 中文：高中生Tim总喜欢给同学起带嘲笑意味的绰号，Lisa因戴厚框眼镜被称“大眼镜”，体型偏胖的Mike被称“胖子”。Lisa伤心抗议，Mike强硬警告，但Tim毫不在意。久而久之，同学们都疏远他，Tim虽感孤独却不知原因。一天下午，他留在教室写作业，无意间听到视为好友的Sam在背后叫他“绰号怪胎”，内心深受打击，终于明白自己的行为有多伤人。当晚，Tim难以入眠，决心道歉。道歉后，同学们原谅了他，重新接纳了他，Tim不仅收获了友谊，更懂得了尊重他人的重要性。 英文：Tim, a senior high school student, loved giving nicknames to his classmates, but almost all of them were meant to mock others. For example, he called Lisa "Big Glasses" because she wore thick-framed glasses, and Mike, who was a bit heavy, "Fatty". Lisa told Tim sadly to stop, and Mike warned him not to call him that anymore, but Tim paid no attention. Gradually, no one wanted to be with him. Tim felt lonely but didn't know why. One afternoon, he stayed in the classroom to do homework and accidentally heard Sam, whom he thought was his good friend, call him "Nickname Freak" behind his back. Tim was deeply hurt and finally realized how hurtful his behavior was. That night, he could barely sleep and decided to apologize. After apologizing, his classmates forgave him and accepted him again. Tim not only regained friendship but also learned the importance of respecting others. 8．句式示例 宾语从句：He thought it was all in good fun. / Tim finally understood how hurtful those nicknames were. 同位语：Tim, a senior high school student who loved giving nicknames to his classmates, often mocked others with his nicknames. 状语从句：While other students were chatting and playing, Tim always sat alone. / If you keep calling me "Fatty", I won't talk to you. 不定式结构：Lisa once told Tim sadly to stop calling her "Big Glasses". / Tim decided to apologize to his classmates. 9．主题归类 聚焦“尊重他人”“知错能改”“共情与成长”，展现青少年在人际交往中从忽视他人感受到懂得尊重、主动弥补的成长过程，传递“尊重是友谊的基石，犯错不可怕，勇于改正便会获得成长”的积极理念。 二、情节构造 第一段提示句：That night, Tim could barely sleep. 衔接句 1—— 对 “Tim失眠时的状态与心理” 提问：Tim失眠时会做什么？脑海中反复回想哪些画面？内心会产生怎样的情绪（如愧疚、后悔）？ 参考答案：Tim躺在床上辗转反侧，脑海中不断浮现Lisa伤心的表情、Mike愤怒的警告，以及Sam和其他同学嘲笑自己“绰号怪胎”的场景。内心满是愧疚与后悔，终于明白自己的玩笑给同学带来了多大的伤害。 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何展现Tim的醒悟？又如何为第二段“主动道歉”的情节做铺垫？ 参考答案：通过描写Tim失眠时的心理活动，展现他从“不以为意”到“深刻愧疚”的转变，体现其彻底醒悟；同时，他内心萌生的道歉想法，为第二段主动向同学道歉的情节做了直接铺垫，让后续行为更具合理性。 过渡逻辑：请说明第一段情节如何为第二段的 “道歉与关系修复” 做铺垫： 参考答案：第一段中，Tim深刻反思自己的错误，清晰认识到绰号给同学带来的伤害，内心产生强烈的愧疚感，进而坚定了道歉的决心。这种心理层面的转变，让第二段他主动道歉的行为顺理成章，也为他获得同学谅解、修复关系奠定了情感基础——只有真心醒悟，道歉才会真诚，才能打动他人。 第二段提示句：After Tim apologized, something nice happened. 衔接句 1—— 对 “‘美好的事情’具体内容” 提问：同学们收到道歉后会有怎样的反应？Tim的人际关系会发生哪些具体变化？ 参考答案：Lisa和Mike接受了Tim的真诚道歉，原谅了他之前的行为；其他同学也重新接纳了Tim，愿意和他一起聊天、玩耍，他不再是孤单一人。 衔接句 2—— 对 “情节结局与主题升华” 提问：这一结局如何呼应“知错能改、尊重他人”的核心诉求？Tim会有怎样的感悟？ 参考答案：结局直接呼应核心诉求——Tim主动道歉体现了他的知错能改，同学们的谅解则源于感受到他的真诚与改变，证明“尊重他人、主动弥补”能修复人际关系。Tim的感悟可能是：尊重是相互的，只有真诚对待他人，才能收获真正的友谊，随意伤害他人最终只会孤立自己。 主题：尊重是人际交往的桥梁，随意伤害他人会失去友谊；知错能改、主动弥补，不仅能获得他人的谅解，更能实现自我的成长。 三、段落构思 第一段：That night, Tim could barely sleep. 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）： 参考答案：角色状态：Tim辗转反侧、内心愧疚、备受煎熬；情节核心：通过描写Tim失眠时的心理活动，展现他对自己起绰号行为的深刻反思，明确认识到自身错误；过渡作用：承接上文“听闻自身绰号”的情节，展现Tim的醒悟过程，同时引出下文“主动道歉”的行为，起到承上启下的作用。 续写： 参考答案：That night, Tim could barely sleep. He tossed and turned in bed, Lisa’s sad face and Mike’s angry warning replaying in his mind. The words “Nickname Freak” kept echoing in his ears, making his heart ache. He finally realized that the jokes he thought were funny had deeply hurt his classmates. Guilt flooded his heart. He made up his mind that he must apologize to Lisa, Mike, and everyone else he had mocked. Only in this way could he make up for his mistakes. 第二段：After Tim apologized, something nice happened. 梳理第二段写作思路：请结合提示句，梳理本段写作思路（含角色反应、情节核心、主题升华）： 参考答案：角色反应：被道歉的同学表现出惊讶与释然，最终选择原谅；Tim则从紧张不安变为释然喜悦；情节核心：描写Tim道歉后，同学们对他的态度转变，他重新融入集体；主题升华：通过这一美好结局，凸显“知错能改、尊重他人”的重要性，传递积极的人际交往理念。 续写： 参考答案：After Tim apologized, something nice happened. Lisa looked surprised at first, then smiled and said, “I forgive you. It’s great that you realize your mistake.” Mike patted his shoulder and said, “That’s what a friend should do.” Other classmates also welcomed him to join their group. During the next break, Tim chatted and laughed with his classmates happily. He knew that sincere respect and courage to correct mistakes were the keys to winning true friendship. 学科网（北京）股份有限公司 $