周16-6-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，围绕“人与动物”主题展开读后续写练习。包含原文情境（南极实验室企鹅研究、加热器故障）、续写指导（运用企鹅群聚保暖策略）、范文及佳句语料积累，为学生提供完整的读写学习支架。 资料特色突出核心素养培养，通过真实情境激发语言运用（如续写中模仿企鹅行为的表达），融合动物适应策略的跨学科知识提升思维品质，范文与语料积累助力语言能力发展。创新设计贴合学情，帮助学生提升读后续写技能，为教师提供结构化教学资源，适合高中各年级尤其是高三备考使用。

Saturday　提分读后续写 第 1 页 Week 16　通知&“人与动物”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 Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures—insights that could aid human survival. 第 1 页 Week 16　通知&“人与动物”读后续写 “We’re thirteen, Tom. It’s time to grow up and stop playing with the lab penguins,” said Mary as she started cleaning. “They’re research animals, not pets.” “But the birds listen to me!” insisted Tom, his breath forming a cloud in the freezing air. “You’re just trying to be a penguin whisperer again,” Mary replied, shaking her head with a gentle smile. The penguins seemed playful as they walked, dove, swam and chased their live fish for sport before eating. 第 1 页 Week 16　通知&“人与动物”读后续写 Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushed over to look into it. “It’s colder than before—there’s ice forming on the water,” noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot. “The heater must be broken!” Mary quickly sent a message to their parents’ research team, who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived. 第 1 页 Week 16　通知&“人与动物”读后续写 Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake. “I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going somewhere warmer,” asked Mary. “They huddle (挤成一团),” Tom answered. “They huddle together tightly so that the birds in the middle will be warm enough.” “What about the ones on the edge?” Mary asked. “They push their way towards the center, and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it.” He replied as he stared at the large crowd of the penguins in the lab. 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 16　通知&“人与动物”读后续写 　　“I have an idea to stay warm!” Tom shouted excitedly.____________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 　　Two and a half hours later, the parents returned with help._________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 请参考附录二~六 第 1 页 Week 16　通知&“人与动物”读后续写 基本要素 主要人物Mary:实验室科学家的女儿,对实验室的企鹅持客观的态度; Tom: Mary的朋友,对企鹅充满感情,相信他与企鹅有着特殊的联系;企鹅:研究对象,适应极端温度。 原文情节线Mary和Tom常在实验室研究企鹅,观察它们如何适应极端温度→一次,两人留在实验室照顾企鹅→突然,实验室的加热器出现故障,温度直线下降→由于大人不在,孩子们将不得不自行应对寒冷的天气,直到救援人员到来。 第 1 页 Week 16　通知&“人与动物”读后续写 主题适应与生存:如何从企鹅身上学习适应极端环境的方法,及人类和动物如何在困难时刻相互依靠。成长与责任: Mary和Tom面对紧急情况时的成长,及他们如何学会负起责任,用他们所学的知识来解决问题。 第 1 页 Week 16　通知&“人与动物”读后续写 续写情节 第一段 衔接①:衔接首句中的“我有个保暖的办法”,可写这个保暖的办法是什么(来自企鹅的保暖策略,即通过群聚来保暖)。过渡句:Mary担心企鹅不会接受他们,Tom让她安心→Tom蹲下轻抚企鹅(协同原文Tom和企鹅互动的描写)→两人融入企鹅群中。衔接②:尾句衔接第二段首句“两个半小时后,父母们回来帮忙了”,(协同原文尾段中企鹅群聚行为的描写)可写他们就像企鹅一样,先向中间移动,然后再随着群体的移动而向后移动。 第 1 页 Week 16　通知&“人与动物”读后续写 第二段 衔接③:衔接首句“两个半小时后,父母们回来帮忙了”,可写父母们回来看到了什么[看到孩子们被企鹅围着? 他们的反应(吃惊、惊讶)]。过渡句:父母和孩子的交流(父母的询问,孩子们的回答, 父母的称赞)。尾句:他们会从这次事件中学到什么(学到了重要的生存技能,并加深了对自然界的理解和尊重)? 第 1 页 Week 16　通知&“人与动物”读后续写 　　“I have an idea to stay warm!” Tom shouted excitedly. Spreading his arms, he suggested joining the penguin huddles. Worried that the penguins wouldn’t let them, Mary hesitated but was soon persuaded by Tom’s assuring grin (令人放心的笑容). He slowly approached the crowded penguins, crouching down (蹲下). Gently stroking them with care, he whispered softly. Though alarmed at first, the penguins recognized Tom and let him into their group. Mary quickly followed. The children squeezed into (挤入) the huddle’s edge with the penguins. Just as the birds did, they moved toward the middle and back out as the group shifted. 美文诵读 第 1 页 Week 16　通知&“人与动物”读后续写 Two and a half hours later, the parents returned with help. Rushing in screaming out the kids’ names, they were surprised. The children were surrounded by penguins in a large huddle, safe and sound. When asked how they managed to brave this terrible cold (对抗严寒), the two kids exchanged a proud glance (交换了一个骄傲的眼神). “We copied what the emperor penguins do,” they told their parents. Patting Tom on the shoulder, Mary said with sincere admiration(怀着由衷的钦佩说), “You are a true penguin whisperer!” Grinning broadly, Tom praised the penguins for what they taught him. Their teamwork had seen them through the difficult cold with the penguins’ aid. 美文诵读 第 1 页 Week 16　通知&“人与动物”读后续写 佳句　Though alarmed at first, the penguins recognized Tom and let him into their group. (省略句)  原文续写语料积累　①shake one’s head with a gentle smile 温柔地微笑着摇摇头 ②Time dragged as Mary and Tom anxiously waited. 时间过得很慢,玛丽和汤姆焦急地等待着。 第 1 页 Week 16　通知&“人与动物”读后续写 $