读后续写 共同帮助家庭困难学生 讲义-2025届河南省豫北六校高三下学期5月份联合模拟考试英语试题

读后续写

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。

As a middle school teacher, I’ve been blessed to guide numerous young minds throughout my career. I have also had the privilege of shaping young minds and hearts, each with their own unique stories and challenges.

One particular year, I encountered a student named Jim, whose family circumstances were awful. Every day, he would arrive with a simple sandwich wrapped in a piece of worn-out paper for lunch — a humble meal that obviously contrasted with the delicate lunches brought by other students. His backpack, old and worn at the edges, carried not just books but the weight of his family’s struggles.

One of my colleagues, Sarah, a new teacher who had just graduated, shared the same concern for Jim. She made a proposal that we should help Jim somehow. Determined to make a difference, I, teaming up with Sarah, made a plan to incorporate (使融入) Jim more meaningfully into our classroom community. We began by “hiring” Jim for small tasks around the class or our school, such as helping to organize the library or assisting with classroom setups. In return, we paid him a modest “salary” from our own funds, careful to make it clear that this was not charity but recognition of his hard work and valuable contributions. We also took the time to instruct Jim, offering after-school teaching lessons to help him with his studies and providing encouragement and guidance for his future ambitions. Sarah and I made a conscious effort to create a supportive environment where Jim felt safe to express himself. We listened to his stories, acknowledged his struggles, and celebrated his successes, no matter how small.

However, life took an unexpected turn. Two weeks later, I had to leave the school due to unforeseen circumstances. My heart was heavy with concern for Jim, especially about how Sarah, a young and possibly less experienced teacher would handle this situation. I worried about whether she would be able to continue the delicate balance of support and encouragement that we had carefully built. Moreover, Jim had become used to our regular guidance and the stability we provided.

注意：

1. 续写词数应为150个左右；

2. 请按如下格式在答题卡的相应位置作答。

Thinking about all these, I couldn’t wait to give Sarah a call.

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When I revisited the school, I was amazed to see the transformation in Jim.

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共同帮助家庭困难学生

续写分析

第一段分析（160 字）

第一段围绕 “我” 对 Jim 的担忧展开，通过与 Sarah 的通话展现她的成长与担当。“I couldn’t wait to give Sarah a call” 直接体现 “我” 的急切，而 Sarah 的回应 “calm and confident” 与 “我” 的焦虑形成对比，凸显她从 “新教师” 到 “可靠引导者” 的转变。她详细讲述如何延续 “任务雇佣” 模式、引入其他老师共同辅导，并定期与 Jim 谈心，这些细节既呼应前文 “非慈善式帮助” 的原则，又展现她独立解决问题的能力。“He’s not just surviving—he’s starting to trust again” 的表述，既点明 Jim 的心理变化，也为下文 Jim 的蜕变埋下伏笔，使情节发展合情合理。

第二段分析（160 字）

第二段通过 “我” 重返学校的所见所闻，直观呈现 Jim 的蜕变。“amazed to see the transformation” 作为段落核心，通过具体场景刻画：Jim 主动组织图书馆、与同学分享故事、成绩提升且目标明确，层层递进地展现其从 “孤僻自卑” 到 “自信积极” 的成长。Sarah 的补充 “credit goes to him” 强调 Jim 的主观努力，而 “a ripple effect” 的细节（其他学生效仿帮助他人）则升华主题，体现善意的传递与教育的深远影响。结尾 “teaching is never just about lessons” 的感悟，将个人故事升华为对教育本质的思考，深化文章内涵。

故事线

师生关注：作为中学教师，“我” 和同事 Sarah 注意到家庭困难的学生 Jim，他的午餐、书包都反映出生活的艰辛，两人决心帮助他。

非慈善式帮助：“我” 和 Sarah 通过 “雇佣” Jim 完成班级任务，给予 “薪资”，并提供课后辅导，营造支持性环境，让 Jim 感受到尊重与认可。

意外离别：两周后，“我” 因特殊原因不得不离开学校，担忧 Sarah 能否延续对 Jim 的帮助，尤其担心 Jim 失去稳定的支持后会受影响。

接力守护：通过电话，“我” 得知 Sarah 独立承担起帮助 Jim 的责任，联合其他老师继续提供支持，Jim 逐渐敞开心扉，信任他人。

蜕变与传承：“我” 重返学校时，发现 Jim 变得自信主动，不仅成绩提升，还成为班级的 “小支柱”，且善意影响了其他学生，展现教育的力量。

短语

team up with 与…… 合作

make a difference 产生影响

in return 作为回报

from one’s own funds 自掏腰包

take the time to do sth. 花时间做某事

due to unforeseen circumstances 由于不可预见的情况

handle the situation 处理局面

delicate balance 微妙的平衡

be amazed to see 惊讶地看到

take the initiative 主动采取行动

share stories 分享故事

set his sights on 把目标定在……

credit goes to 归功于

a ripple effect 连锁反应

pay it forward 传递善意

主旨升华句（带汉意）

True education lies not in fixing problems, but in empowering others to find their strength.