周5-6-Saturday 提分读后续写（课件PPT）-高中英语提分写作周周赢应用文+读后续写（高中通用）

这是一份高中英语同步教学课件，聚焦“友情故事”读后续写，包含故事背景、续写要求、情节线分析、续写指导（如从机械复习到分享方法、分工互补等衔接策略）、美文诵读及佳句积累，为学生提供完整学习支架。 资料特色突出，以结构化续写指导（分段落衔接、过渡句设计）培养思维品质，通过美文诵读和佳句（如定语从句、独立主格结构）提升语言能力，故事主题渗透友情互助的文化意识，助力学习能力发展。实例中“分工辅导、成绩共提升”情节引导学生理解合作价值，能有效提升学生续写水平，为教师提供系统教学资源，适合高三学生应对升学考试读后续写题型。

Saturday　提分读后续写 第 1 页 Week 5　告知/分享/回复信&“友情故事”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 class monitor, I was used to organizing group work, not helping students alone. One cold October afternoon, Mrs. Jenkins asked me to stay after class. Her usual smile was gone. “Ethan Miller joined us last month,” she said quietly. “His family is going through hard times. His parents work two jobs day and night to make ends meet. He’s failing classes and ... stays silent, avoiding everyone.” She looked at me. “Will you help him? You might be the only one he’ll talk to.” 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 I froze, holding my books tightly. The final exams were six weeks away, and my own grades had stopped improving. Even after staying up late studying math, my test scores stayed the same. My parents’ worried faces came to mind. Helping Ethan meant losing precious exam preparation time, but I couldn’t say no. “I’ll try,” I said weakly, though I felt uneasy—what if this hurt us both? Ethan was like a shadow in class. He sat at the back, head down, writing notes but never speaking. At lunch, he ate alone by the lockers. When I first greeted him, he only nodded. After three failed tries to chat, I grew impatient. “We’ll prepare for final exams together after school,” I said firmly, using my role as monitor. He stayed silent but didn’t refuse. 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 Our first study meeting was awkward. I opened my textbooks at the library table while Ethan sat rigidly, staring at his old shoes. I repeated history facts and science notes like a machine; he copied them quietly. During our third session, I explained a chemistry problem but made a mistake. Ethan pointed at my paper. “This number is wrong,” he said softly. I checked—he was right. “How did you know?” I asked, surprised. He paused. “I reviewed the chapter last night ... didn’t want to waste your time.” For the first time, I saw the tiredness in his eyes—just like mine from late-night studying. 注意:1.续写词数应为150个左右;2.请按如下格式在以下位置作答。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 　　Slowly, things changed between us.___________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 　　On results day, we were amazed by our scores.___________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 请参考附录二~六 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 基本要素 主要人物I:班长,责任感与功利心并存,作为班长接受任务(不能拒绝),但担忧影响自身成绩(备考时间宝贵);Ethan Miller:父母因经济压力日夜工作,低头、独处、沉默(独坐后排、独自午餐)、成绩落后,默默复习(不想浪费你的时间),以纠错展现能力;Mrs. Jenkins:老师。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 原文情节线“我”是班级的班长,通常负责组织小组活动,而非单独帮助学生→老师Mrs. Jenkins请“我”帮助家庭困难的转学生Ethan Miller→“我”自己的成绩也停滞不前,担心帮助Ethan会影响自己备考,但还是答应了→“我”三次尝试与Ethan交流失败后,用班长权威强制要求Ethan与“我”共同备考→“我”像机器般复述知识→Ethan指出“我”的化学题错误→“我”注意到两人眼中相似的疲惫。 主题学习与生活、友谊 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 续写情节 第一段 衔接①:衔接首句“慢慢地,我们之间的关系发生了变化”,(协同原文“复述知识点”)可写“我们”从机械复习课本转变为分享学习方法。过渡句:Ethan敞开心扉谈梦想与家庭压力(协同原文stays silent, avoiding everyone)→休息时聊自己的兴趣→发现Ethan的正常少年天性→分工明确、知识互补(“我”辅导Ethan历史和英语,Ethan辅导“我”数学和化学)。衔接②:尾句衔接第二段首句“公布成绩那天,我们的分数让我们感到惊讶”,可写Ethan独特的解题法启发了“我”(能力反转铺垫)。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 第二段 衔接③:衔接首句 “公布成绩那天,我们的分数让我们感到惊讶”,可写Ethan全科高分,数学化学成绩飞跃(从“挂科”到“全科高分”的个人逆袭)→“我”成绩意外提升(互助共赢)。过渡句:老师的肯定(骄傲地微笑)→Ethan道谢,“我”意识到彼此成全(双向感恩)→成为挚友。尾句:(协同原文担心备考耽误自己的时间)点出“分担负担未必意味着失去,反而会促进成长”。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 　　Slowly, things changed between us. We started sharing study strategies instead of just going through the materials. Ethan began to open up, sharing his dreams of becoming an engineer despite his family’s hardships. We’d take short breaks during study sessions, chatting about our favorite music and movies, and his rare smiles (偶尔露出的笑容) made me realize he was just a normal teenager under stress. We even formed a routine where I’d help him with history and English, while he’d assist me with the tricky 美文诵读 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 math and chemistry problems. His unique way of solving math problems inspired me, and I found myself understanding concepts I’d struggled with for weeks. On results day, we were amazed by our scores. Ethan passed all his subjects with flying colors (极好;成绩优异) and his improvement in math and chemistry was remarkable. To my surprise, I also saw a significant jump in my grades, especially in the subjects he’d helped me with. Mrs. 美文诵读 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 Jenkins beamed at us proudly (骄傲地冲我们微笑). Ethan’s eyes sparkled with joy (眼中闪着喜悦的光) as he thanked me, but I knew that we’d helped each other. After that, we remained close friends. Our study partnership taught me that sometimes, sharing our burdens doesn’t mean losing; instead, it leads to unexpected growth and beautiful friendships (这段学习伙伴关系让我明白:分担负担未必意味着失去,反而会孕育意外的成长与美好的情谊). 美文诵读 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 佳句　We even formed a routine where I’d help him with history and English, while he’d assist me with the tricky math and chemistry problems. (定语从句+并列句)  原文续写语料积累　He sat at the back, head down, writing notes but never speaking. (独立主格+分词短语作状语)  第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 $