读后续写Mary创造力的引导，学生们从疑虑到自信的转变讲义-2025届高三英语二轮复习

读后续写：Mary创造力的引导，学生们从疑虑到自信的转变 读后续写（杭州2024高三一模） 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。 Mary was the art teacher for primary school students. On this particular day, she was guiding them through the process of drawing a scenic landscape. Akila yawned (打哈欠), clearly disinterested — drawing wasn’t her thing. A small group of students gathered around Tina, laughing at her unusual drawing: a sun sporting sunglasses and trees topped with ice cream cones. Mary instructed Tina firmly but with unease, “Draw it the way I showed you.” As the lesson continued, doubt crept into Mary’s mind. Had the joy of creativity been overshadowed by the pressure to fit in? She scanned the room, observing her students’ faces — some concentrated, others uncertain. Akila’s disinterest was clear, and Tina’s imaginative drawing had been met with ridicule instead of praise. After class, Mary sat down with Tina, her tone softening. “Why did you draw the sun with sunglasses and the trees with ice creams?” she asked gently. Tina’s eyes sparkled with a touch of rebellion (叛逆). “I love ice cream, and I thought the sun would look cool with sunglasses. Why do we always have to draw like everyone else?” Mary paused, her thoughts racing. Tina’s drawings weren’t just curious — they were a window into a world where imagination ruled, where rules could be bent into delightful chaos. Was she, by enforcing a rigid style, killing that very creativity? The next morning, Mary walked into the classroom with a renewed sense of purpose. She placed a large sheet of paper in front of the class and announced a new project: they would create a collective (集体的) artwork titled “Our Dream World” with no rules. They were free to use colors, shapes, and patterns however they wished. At first, the students hesitated, unsure of this newfound freedom. Akila leaned back, skeptical of what seemed like another pointless exercise. But Tina, her creativity no longer restricted, eagerly grabbed her crayons and began to draw with abandon. Then, Maya joined in. And then Michael… 注意： 续写词数应为150左右； 请按如下格式在答题纸的相应位置作答。 第一段： As the students worked, Mary observed them with curiosity. 第二段： Mary stood back and surveyed the creation. 解题思路与段落结构分析 本篇续写围绕Mary和她的学生们在课堂上的一次自由绘画活动展开。通过Mary的引导，学生们逐渐放开想象力，打破常规，最终实现自我表达。情节分为以下五个阶段：“犹豫与不安——逐步尝试——心理冲突——互相鼓励——创造成果”。这展示了Mary对学生创造力的引导，以及学生们从疑虑到自信的转变。 通过细腻的心理描写和情感互动，展现学生们从最初的犹豫不安逐步放开，最终完全投入艺术创作的过程。 具体解题思路 01 开始阶段（犹豫与不安）： 故事开篇描述了Mary布置自由创作任务，但学生们面对“无规则”要求感到不安，尤其是Akila表现出怀疑。这一阶段通过描写学生的紧张和犹豫，烘托创意表达的挑战性，为后续情感转变铺垫。 · 情感与情境描写： 重点描写学生们面对画纸的犹豫与对未知的恐惧，Akila表现出明显的怀疑态度，其他学生面露不确定，为后续情感转折奠定基础。 02 发展阶段（逐步尝试）： 在Mary的鼓励下，学生们开始尝试创作。Tina首先拿起彩笔，画下第一条线，其他学生逐渐放下顾虑，加入绘画。这一阶段展现了学生们从怀疑到尝试的心理变化。 · 情感转折： 通过Tina的带头行动带动其他学生参与，实现从紧张到放松的情感转折。同时，Mary的温柔引导提供了安全感，增强了故事感染力。 03 矛盾阶段（心理冲突）： 随着创作深入，学生们逐渐投入，Akila开始参与，但对“无规则”方式仍存怀疑。在Mary的鼓励下，她最终放开手脚去尝试。这一阶段展示了学生在新环境下的心理挣扎与突破。 · 心理与情感描写： 重点描写学生们创作中的心理冲突，尤其是Akila从怀疑到接受的转变。通过动作链的描写，使情绪变化更真实。 04 解决阶段（互相鼓励）： 在彼此的鼓励下，学生们逐渐全情投入，每个人都放下拘束，尽情表达自己的想法。Tina、Akila等学生互相感染，彼此激励，完成了共同创作的“梦想世界”。 · 情感升华： 从紧张到欣喜的情感递进，表现学生们在自由创作中的自信和满足，展示情感释放和自由享受。 05 结局阶段（创造成果）： 学生们完成了作品，一个色彩斑斓、充满想象力的“梦想世界”呈现在大家面前。Mary站在一旁，欣赏学生们的成果，意识到自己的选择激发了他们的勇气和创意。这一场景传达了Mary的欣慰和成就感，为故事画上温馨句号。 · 情感总结： 以轻松愉快的结尾，展现学生们战胜内心顾虑后获得的成就感，体现Mary在教育中对个性发展的包容和支持。 续写段落 第一段 As the students worked, Mary observed them with curiosity. At first, they hesitated, pencils hovering over the paper as uncertainty clouded their faces. Akila leaned back, arms crossed, her expression skeptical, as if questioning the purpose of this "freedom." Tina, however, bit her lip and boldly picked up a crayon, her hand trembling slightly as she drew a sun with sunglasses. Her courage inspired others. Slowly, they exchanged glances and started adding their own ideas. Even Akila, after a reluctant sigh, reached for a pencil, curiosity gradually replacing her doubts. 语法点使用： · 现在分词短语：句中“hovering over the paper”和“questioning the purpose of this ‘freedom’”是现在分词短语，生动地描写了学生们的犹豫和Akila的疑惑，为情感的表达增色。 · 过去分词短语：“uncertainty clouded their faces”中“clouded”作为过去分词，描写了学生们脸上的犹豫不安，突显了自由创作带来的不确定感。 · 副词短语：如“Slowly”和“gradually”强调了学生们从疑惑到尝试的缓慢变化，突出了他们在自由创作中逐步放下顾虑的过程。 第二段 Mary stood back and surveyed the creation, her heart swelling with pride as colors burst across the paper. Had she not given them this freedom, she realized, they would never have discovered such courage. By the time the artwork neared completion, every student was lost in their imaginative world, creating without limits. Akila, eyes wide with wonder, whispered, “I didn’t know we could do this.” Mary nodded warmly. “You’ve always had this creativity; it just needed space to shine.” Their "Dream World," filled with suns wearing sunglasses and ice cream trees, was uniquely theirs. 语法点使用： · 条件倒装句：“Had she not given them this freedom”是一个条件倒装句，用于强调Mary的选择对学生们自由创作的重要性，突显了她对学生创造力的支持。 · 现在分词短语：“creating without limits”作为现在分词短语，进一步描写学生们全情投入的状态，表现出他们在创作过程中的放松与满足。 · 过去分词短语：“filled with suns wearing sunglasses and ice cream trees”修饰“Dream World”，描述了学生们的创作细节，展现了他们丰富的想象力。 综合亮点分析与总结 1. 情感递进自然：从第一段的犹豫不安到第二段的自信和骄傲，情感层层递进，表现了学生们在自由创作中逐步释放自我的过程。 2. 动作链和细节描写的结合：两段中多次使用分词短语和动作链，将学生的情感变化与行为自然地融合，使故事更具层次感。 3. 倒装句和分词短语的丰富使用：倒装句强化了Mary对学生的理解与支持，而分词短语增加了描写的生动性，增强了阅读的代入感。 4. 温馨而富有成就感的结尾：故事以学生们的“Dream World”作为结束，展现出他们在自由创作中的成就感，同时体现了Mary在教育中对学生个性发展的包容与欣慰。 学科网（北京）股份有限公司 $$