周12-5-Friday 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，围绕“文化沟通”主题展开读后续写教学，包含原文情节线、主要人物分析、续写支架（衔接点、过渡句设计）、美文诵读示例及核心语料积累，为学生构建从理解到表达的完整学习路径。 资料特色突出核心素养培养，以交换生跨文化适应为真实情境（文化意识），通过剪纸展示等互动设计引导语言表达（语言能力），续写步骤指导提升逻辑思维（思维品质），语料积累优化学习策略（学习能力）。实例如文化节学生参与剪纸活动，助力突破文化隔阂，既提升写作能力又培养跨文化沟通素养，为教师提供结构化教学方案，有效支持课堂实施。

Friday　提分读后续写 第 1 页 Week 12　短文/帖子&“文化沟通”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。 When I landed in a small town in New Zealand as an exchange student, I thought I was ready for everything—new faces, language barriers, strange social patterns and even homesickness. Still, the smallest things made me feel out of place. 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 Luckily, the Wilsons, my host family, did everything they could to help me settle in—driving me around, sharing meals, and even letting me use their kitchen when I missed Chinese food. With their warmth and support, everything seemed to fall into place. But at school, small moments felt bigger than I’d imagined. In our first literature class, we discussed a Hemingway story. Everyone jumped in actively, while I struggled to speak up. My desk-mate encouraged me, “Next time, just speak up.” I nodded, forcing a bitter smile. 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 And just like that, I found myself in another cultural trap, Mrs. Wilson’s birthday dinner. At the table, I answered politely but kept mostly to myself. Mrs. Wilson noticed my silence and gently asked, “You alright, sweet girl? You’re so quiet tonight.” My face reddened. Was my silence seen as cold, rather than polite? That night, restless and wide awake, I wondered if I needed to laugh louder, speak faster; or hide parts of myself just to feel I belonged. Questions flooded my mind, none with answers. 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 A few days later, our teacher announced there would be a Culture Festival next week. “You’ll prepare a stand to share your own culture—food, crafts, customs ... anything meaningful. You can not only display your culture but also make it interactive, allowing people to try new things, learn traditional skills, or share stories and cultural symbols,” she said. The class lit up with excitement. I sat frozen, mind racing: how could I share my traditions in English? The thought made my stomach twisted (扭曲). Yet, I gathered myself with a deep breath and signed up. After that, I threw myself wholeheartedly into preparations, until the day finally came. 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 12　短文/帖子&“文化沟通”读后续写 　　At the Culture Festival, I stood behind my stand, nervous but ready.__ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 　　From that day on, my world here started to change._______________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 请参考附录二~六 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 基本要素 主要人物I:交换生,内向敏感、适应力强、勇于突破。Wilson一家:寄宿家庭,温暖友善、细心体贴。同学与老师:同学友善包容、好奇心强;老师积极引导。 原文情节线“我”到了新西兰小镇,虽有心理准备,仍感到格格不入→寄宿家庭Wilson一家的帮助让“我”逐渐适应生活→文学课上因语言障碍难以发言,仅能被动倾听→Mrs. Wilson的生日晚餐上,“我”的沉默引发关注→“我”怀疑自己的行为是否符合当地文化→老师宣布举办文化节,要求展示自己的文化,“我”鼓起勇气报名,并全力投入准备工作。 主题文化沟通、文化认同 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 续写情节 第一段 衔接①:衔接首句中的“紧张但准备充分”,可写“我”深呼吸后整理剪纸材料(红纸、剪刀)。过渡句:师生被吸引围观,“我”微笑迎接并演示剪纸过程(折叠、裁剪、展开),引发众人惊叹→主动邀请同学参与,耐心指导,即便作品不完美也获得欢呼与掌声→老师参与其中并展示成果。衔接②:尾句衔接第二段首句中的“开始改变”,可写“我”逐渐自信。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 第二段 衔接③:衔接首句中的“开始改变”,可写同学们对“我”的态度的转变,如描写走廊里,同学手持“我”制作的剪纸主动用中文问候,“我”热情回应。过渡句:(协同原文中“我”在文学课上的表现)文学课上“我”积极发言→获得同学与老师的认可。结尾+主题:同学主动询问更多中国文化;“我”意识到自己不仅摆脱了文化冲击,更在多元文化的交融中找到了属于自己的位置。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 At the Culture Festival, I stood behind my stand, nervous but ready. Taking a deep breath, I once again neatly arranged all the well-prepared items: red paper and scissors. Soon, students and teachers gathered, curiosity in their eyes. I welcomed them with a smile and demonstrated: fold, cut, unfold—and a butterfly spread its wings. A wave of surprise rippled through the crowd (人群中传出一阵惊叹). Encouraged, I invited a boy to try; his star turned out uneven, yet drew laughter and applause (引得众人欢笑鼓掌). More joined eagerly, and I moved among them, 美文诵读 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 guiding their hands, praising their efforts and celebrating each creation. When a teacher proudly held up her paper flower, the cheers grew louder. Red pieces fell to the floor, and my confidence, once hidden, shone through every new pattern (红色的纸屑散落一地,我曾藏起的自信,随着每一个新生的图案熠熠闪光). From that day on, my world here started to change. In the hallway, students waved butterflies from my stand and greeted me with bright “Ni hao!” My heart lifted as I waved back. In literature class, I gave voice to 美文诵读 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 (大声表达) my ideas with newfound confidence. My English was not flawless, yet my voice was steady, and instead of silence I saw nods and smiles. After class, a girl asked softly, “Can you show us more about your culture?” Her words lingered in my heart, echoing like a gentle reminder (她的话语萦绕在我心头,宛如一声温柔的提醒). In that echo, I realized I had not only broken free from cultural shock but also found my place in a shared story—one written by many voices, yet open enough to hold my own. 美文诵读 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 原文续写语料积累　①feel out of place 感到格格不入 ②fall into place 步入正轨　③cultural trap 文化隔阂困境 ④I nodded, forcing a bitter smile. 我点了点头,挤出一抹苦涩的笑容。 ⑤That night, restless and wide awake, I wondered if I needed to laugh louder, speak faster; or hide parts of myself just to feel I belonged. Questions flooded my mind, none with answers. 那一夜,我辗转难眠、毫无睡意,心里不禁琢磨:难道我需要笑得更大声、说话更快一点,或是刻意隐藏自己的部分特质,才能找到归属感吗?无数问题涌上心头,我却一个答案也寻不到。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 ⑥I sat frozen, mind racing: how could I share my traditions in English? The thought made my stomach twisted (扭曲).我呆坐着,脑子里一片混乱:我该如何用英语来分享自己的文化传统呢?一想到这里,我就心里发慌、忐忑不安。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 $