高三英语读后续写专项复习-Tim与Jack的历史展示准备导学案

阅读下列文章，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。ThefinalbellonFridayrangthroughtheclassroom,butinsteadoftheusualhurriedpacking,Timremainedseated,hiseyesbrightwithanticipation.HeturnedtoJackwithanexpressionthatmixedfriendshipwithfriendlypetition.“Thishistorypresentation,”Timbegan,hisvoicecarryingbothexcitementandchallenge,“couldreallyletusshowwhatwe’recapableof.I’vebeenthinkingaboutitsinceMrs.Robinsfinishedexplainingtheassignment.”Jackcarefullyclosedhishistorytextbook

runninghisfingersalongthecoverthoughtfully.“It’scertainlyaninterestingproject,”heagreed,histonemeasured.“Theopportunitytoexploresomethingmeaningfulandshareitwiththeclass.Itfeelsmoresignificantthanourusualassignments.”Mrs.Robinsaskedthemtwotomakeapresentationaboutanarticletheyhadseeninthemuseum.AfaintsmileplayedonTim’slips.“I’vealreadyhadsomeideasbrewing.IthinkIknowexactlyhowtoapproachthistomakeittrulyimpressive.”HestudiedJack’sface,tryingtoreadhisfriend’sthoughts.“Whataboutyou?Haveyoudecidedonyourstrategyyet?”Jackreturnedthesmile,thoughhiseyesheldamysteriousquality.“Ihavesomeideas,butIwanttoconsiderallmyoptionscarefully.Therearedifferentwaystoapproachsomethinglikethis,andIwanttochoosethemethodthatfeelsmostauthentic.”Timleanedforward,hiscuriosityaroused.“Butwehavesomuchotherworkthisweekend:mathproblems,thatliteratureessay,thesciencereading.Whateverapproachwechoose,itneedstobeefficientwithoutpromisingquality,don’tyouthink?”Jacksimplynodded,thinkingthatefficiencydidmatter,butsodiddepth.Hestoodup,puttinghisbackpackoveroneshoulder.“I’mlookingforwardtoseeingwhatwebothwilleupwith.”Withthat,helefttheclassroom.AsJackwalkedaway,Timfeltthefamiliarstiroftheiracademicpetitionmixedwithgenuinecuriosityabouthisfriend’splans.Theprojectrepresentedmorethanjustagrade;itwasanotherchapterintheirongoingdialogueabouthowtobestengagewiththeworldaroundthem.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。SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________文本分析角色：_____________________________视角：第________人称时空线：Friday'sclassroomSaturday(online/museum)________________4.请在文章中将可能的线索都找出来。WhatwastheassignmentMrs.RobinsgaveTimandJack?：______________________________________________HowdidTiminitiallyplantoprepareforthepresentation?____________________________________________WhatdidJackvaluemoreforthepresentationbesidesefficiency?：_______________________WhatotherweekendtasksdidTimandJackhavetohandle?：___________________________________HowdidTimviewthepresentation?：___________________WhydidJackdecidetogotothemuseumonSaturday?：__________________________________________________5.情节线：周五放学，Tim与Jack讨论Mrs.Robins布置的历史展示作业，各自表达对作业的看法与初步想法→Tim担心周末任务繁重，强调准备需高效；Jack注重深度与真实性，未透露具体计划→_______________________________→________________________________→（续写）周六来临，Tim上网查资料，Jack重返博物馆。当Jack进行展示时，同学们都抬起头，眼中焕发光彩。6.情感线：Tim：anticipatory(期待的)→curious(好奇的)→（续写，准备过程中的情绪）→（续写，看到Jack展示后的反应）；Jack：thoughtful(深思的)→focused(专注的)→（续写，博物馆探索时的状态）→（续写，展示成功后的感受）7.综合以上信息，请用34句话概括文章大意。（中英各一个）中文：__________________________________________________________________________________________________________________________________________________英文：__________________________________________________________________________________________________________________________________________________8.句式：宾语从句；非谓语；感叹句；同位语；状语从句_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________本文属于人与他人：_______________________________________情节构造第一段提示句：SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.衔接句1：WhatdidTimdoduringhisonlinepreparation,andwhatdidJackdoatthemuseum?：______________________________________________（提示：分别设想两人具体的准备行为，如Tim搜集资料的类型、Jack在博物馆的探索内容）过渡句推演：衔接1→？←衔接2（提示：补充两人准备过程中的心理活动，或遇到的小插曲，连接“具体行为”与“准备成果”）衔接句2：HowdidTimfeelabouthispreparationprogress,andwhatdidJackgainfromthemuseumtrip?：______________________________________________（提示：关联两人对“效率”“深度”的追求，描述其对准备成果的感受）第二段提示句：WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes.衔接句3：WhatdetailsdidJackincludeinhispresentationtoattractthestudents?：______________________________________________（提示：结合Jack的博物馆经历，设想其展示中的独特内容，如实物照片、访谈片段等）过渡句推演：衔接3→？←主题（提示：补充老师、Tim的反应，以及Jack展示后的感悟，指向核心主题）主题：_________________________________（提示：结合两人不同准备方式的效果、彼此的启发，提炼“不同学习方式的价值”“竞争促进成长”等核心思想）续写内容第一段：周六来临，Tim上网查资料，Jack重返博物馆。英文：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二段：当Jack进行展示时，同学们都抬起头，眼中焕发光彩。英文：_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________参考答案文本分析角色：Tim（重视效率，提前构思展示方案，对竞争有期待的学生）、Jack（注重深度与真实性，倾向实地探索的学生）、Mrs.Robins（布置历史展示作业的老师）视角：第三人称时空线：Friday'sclassroomSaturday(online/museum)________________4．关键线索答案WhatwastheassignmentMrs.RobinsgaveTimandJack?：Tomakeapresentationaboutanarticletheyhadseeninthemuseum.HowdidTimplantoprepareforthepresentationatfirst?：Heplannedtosurfonlinetogathermaterials,focusingonefficiency.WhatwasJack'sattitudetowardsthepresentationpreparation?：Hevalueddepthandauthenticity,choosingtogobacktothemuseumforfurtherexploration.WhatothertasksdidTimandJackhavefortheweekend?：Mathproblems,aliteratureessay,andthesciencereading.HowdidTimfeelaboutthepresentation?：Hesawitasachancetoshowtheircapabilities,mixedwithfriendlypetitionandcuriosityaboutJack'splan.WhatdidJackthinkwasimportantforthepresentationbesidesefficiency?：Depthandchoosinganauthenticapproach.5．情节线：周五放学，Tim与Jack讨论Mrs.Robins布置的博物馆文章历史展示作业，两人表达对作业的不同看法与初步思路→Tim担心周末其他任务多，强调效率；Jack则注重深度，未透露具体计划→（续写）周六来临，Tim上网查资料，Jack重返博物馆。当Jack进行展示时，同学们都抬起头，眼中焕发光彩。6．情感线：Tim：anticipatory(期待的)→curious(好奇的)→（续写，看到Jack展示后的反应）；Jack：thoughtful(深思的)→focused(专注的)→（续写，展示成功后的感受）7．文章大意中文：周五放学后，Tim和Jack讨论老师布置的博物馆文章历史展示作业。Tim期待通过作业展现能力，计划高效上网查资料；Jack则更看重深度与真实性，决定周六重返博物馆。两人虽有友好竞争，但都对这次展示格外重视，而周末还有其他学习任务需要兼顾。英文：AfterschoolonFriday,TimandJackdiscussedthehistorypresentationassignmentaboutamuseumarticlegivenbytheirteacher.Timlookedforwardtoshowingtheirabilitiesthroughtheassignmentandplannedtosearchonlineformaterialsefficiently;Jack,however,valueddepthandauthenticitymoreanddecidedtogobacktothemuseumonSaturday.Thoughtheyhadafriendlypetition,bothtookthepresentationseriously,whilealsohavingotherweekendstudytaskstohandle.8．句式示例宾语从句：HeturnedtoJackwithanexpressionthatmixedfriendshipwithfriendlypetition.（that引导定语从句，修饰expression；补充宾语从句示例：Timthoughtthatsurfingonlinewouldhelphimprepareefficiently.）非谓语：Runninghisfingersalongthecoverthoughtfully,Jackcarefullyclosedhishistorytextbook.（Running为现在分词作伴随状语）感叹句：Thishistorypresentationcouldreallyletusshowwhatwe’recapableof!（隐含感叹语气，强调展示的意义）to...heprojectrepresentedmorethanjustagrade;itwasanotherchapterintheirongoingdialogueabouthowtobestengagewiththeworldaroundthem.（abouthowto...作dialogue的同位语，补充对话内容）状语从句：Whateverapproachwechoose,itneedstobeefficientwithoutpromisingquality.（Whatever引导让步状语从句）9．本文属于人与他人：通过Tim与Jack在历史展示作业上的不同准备方式与友好竞争，展现两人不同的学习态度，体现“效率与深度可各有侧重，竞争可促进成长”的主题。情节构造第一段提示句：SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.衔接句1：WhatdidTimdoonlineandwhatdidJackdoatthemuseum?（Tim上网搜集文章背景资料、制作精美PPT；Jack在博物馆找到文章作者的访谈录像，还记录下展品细节）过渡句推演：衔接1→Howdidtheyfeelafteradayofpreparation?（两人一天准备后的感受）←衔接2衔接句2：WhatdidTimthinkofhispreparation,andwhatdidJackbringbackfromthemuseum?（Tim觉得自己的PPT高效又美观，很有信心；Jack带回访谈笔记和展品照片，期待分享真实细节）第二段提示句：WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes.衔接句3：WhatdidJackshowandsayinhispresentation?（Jack播放访谈录像，展示展品照片，讲述文章背后的历史故事）过渡句推演：衔接3→HowdidtheclassandTimreacttoJack'spresentation?（全班和Tim的反应）←主题主题：Jack通过实地探索挖掘历史细节，让展示生动真实；Tim也从中学到深度的价值，两人在竞争中共同成长，展现了不同学习方式的魅力。续写内容第一段SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.Timty