读后续写教育成长类 妈妈如何引导消极入体的孩子挣脱思维的枷锁 课件-江苏省淮阴中学2025届高三上学期第一次模拟考试英语试题

教育成长类 妈妈如何引导消极入体的孩子挣脱思维的枷锁 江苏省淮阴中学高三年级第一次模拟考试英语试题 原文分析 读后续写 原文审读 多篇范文呈现 解题思路分析 读后续写可积累文本 1、 原文审读： 第二节 (满分 25 分)67.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。 My middle child, Jake, was smart and good-looking, but he always sees the cup of life as half empty. Every day when he came home from school, Jake would list everything bad that happened that day! On his ninth birthday, we saved enough money to take the family to Disneyland for two days. His dad and I didn’t make much then, so it cost a considerable amount, but we felt Jake’s birthday was worth it. After doing Disneyland to death (玩够了), we returned to our hotel room, all exhausted. And I asked the birthday boy, “Did you have fun today, Jake?” All my faultfinding son could say to me was “Pirates (海盗) of the Caribbean was closed!” “Jake Marshall,” I was clearly unable to contain my anger, “we stood in line for an hour and a half to see The Haunted Mansion. We rode Space Mountain three times. We spent two days playing in the park, and all you can say is, Pirates of the Caribbean was closed?” Clearly, something had to be done about his negative attitude and I was going to be the one to do it! I was determined to help him. I read every article and bought every book. With the help of great resources, I found my son had the tendency to see the worst in every situation. My research told me that people with negativity have an emotional need for order and sensitivity. That meant I needed to listen to my son’s daily pessimistic reports. My usual reaction was to try to talk Jake out of his negativity, but that wouldn’t satisfy his need for sensitivity, so I had to let him finish his complaints and ask what good things happened. Then I needed to wait until he could tell me. This would help Jake realize that good things really were happening to him. 注意： 1.所续写短文的词数应为150左右； 2.续写部分分为两段，每段的开头语已为你写好； One day Jake came home from school and complained as usual. From then on, Jake came to understand the power of seeing good points. 2、 原文审读 红色定从/定语；蓝色宾从；黄色状从，从句斜体；下划线+标黄单词+斜体 为需掌握积累单词、短语；黑体标黄，非谓语；可积累部分为 embody； 注释(定语从句) My middle child, Jake, was smart and goodlooking, but he always sees the cup of life as half empty. Every day when he came home from school(状从), Jake would list everything bad that happened that day!(定从) On his ninth birthday, we saved enough money to take the family to Disneyland for two days. His dad and I didn’t make much then, so it cost a considerable amount, but we felt Jake’s birthday was worth it. After doing Disneyland to death (玩够了), we returned to our hotel room, all exhausted. And I asked the birthday boy, “Did you have fun today, Jake?” All my faultfinding son could say to me was “Pirates (海盗) of the Caribbean was closed!” “Jake Marshall,” I was clearly unable to contain my anger, “we stood in line for an hour and a half to see The Haunted Mansion. We rode Space Mountain three times. We spent two days playing in the park, and all you can say is, Pirates of the Caribbean was closed(定从+表从)?” Clearly, something had to be done about his negative attitude and I was going to be the one to do it! I was determined to help him. I read every article and bought every book. With the help of great resources, I found my son had the tendency to see the worst in every situation. My research told me that people with negativity have an emotional need for order and sensitivity(宾从). That meant I needed to listen to my son’s daily pessimistic reports(宾从). My usual reaction was to try to talk Jake out of his negativity, but that wouldn’t satisfy his need for sensitivity, so I had to let him finish his complaints and ask what good things happened(宾从). Then I needed to wait until he could tell me(状从). This would help Jake realize that good things really were happening to him(宾从). 注意： 1. 所续写短文的词数应为150左右； 2. 续写部分分为两段，每段的开头语已为你写好； One day Jake came home from school and complained as usual.        From then on, Jake came to understand the power of seeing good points. 故事山模式 ： 衔接点1：位于续写第一段段首，流畅衔接前面的记叙文和第一段段首语； 衔接点2：位于续写第一段段尾，流畅衔接第二段段首句； 衔接点3：位于续写第二段段首，续写衔接第二段段首语； 衔接点4：文章结尾升华，给予读者正能量，揭示和强调主题。 对提示句P1,P2做逐词逐句的解读，理解其背后深意； 回溯原文，找到对应的文本，确定基本元素，时间，地点，人物，所涉及的物品，细节等信息； 试图对时间线，地点线结合P1,P2的提示句，看是否有所变化，以确定是否需要展开； 构思情节 读懂最后2段尤其是最后1段的信息，合理结合生活实际，构思文章，并完成 成长前的困扰 情境描写+消极情绪的累积→高潮  成长中的蜕变 成长的动机+过程中变化的心情成长后的升华 成长后的收获+积极情绪(喜悦、满足和骄傲等) 1. 读后续写类型分析与构思 这篇文章属于典型的“教育与成长”类型的读后续写，焦点是母亲如何帮助儿子Jake克服其消极态度的转变。续写将需要深入探讨主人公如何解决问题，展示Jake心理的转变和情感的变化。 思路构思与框架布局 续写思路： ü 情感起伏： 续写的第一段应描写Jake抱怨的一贯表现以及母亲的反应。母亲的理解、耐心和方法会逐渐帮助Jake看待问题的角度发生变化。 ü 情感转折： 第二段应展现Jake心态的转变，开始学会发现生活中的积极方面，并且通过母亲的引导逐渐转向一种更乐观的态度。 ü 内心冲突： 在续写中，可以通过母亲和Jake的对话及情感流露来展示内心的冲突和成长。 框架布局： ü 第一段： 展现Jake依然抱怨的日常，母亲采取耐心倾听并引导他关注积极面。此段应着重展示母亲的教育方式和Jake固守负面思维的状态。 ü 第二段： 展现Jake逐渐有了转变，开始尝试主动发现并表达生活中的积极事物，从而实现内心的变化。 续写实施 ü 承接原文的事项： 续写需承接Jake对生活中的负面事物的抱怨，以及母亲对其消极态度的理解和应对。情节发展应自然流畅，不可脱离原文中的背景和情感。 ü 注意整体注意事项： 语言简洁、情感真实，避免情节过于戏剧化或脱离现实。   巧妙设计续写内容的策略： ü 动作描写： 可以通过Jake的言语、行为来表现他的消极情绪，如“叹气”、“摇头”等。 ü 心理描写： 深入剖析母亲的内心变化，她如何意识到Jake的负面情绪背后需要的是真正的理解与倾听。 ü 情感描写： 在转折段落中，展示Jake逐渐理解并尝试改变自己的心态。可以描写他的思考过程以及母亲的温暖回应。 动作、心理、环境描写的推荐例句 动作描写：   1. "Jake threw his school bag on the floor, letting out a heavy sigh as he plopped down onto the couch."   2. "He stared out of the window, his shoulders slumped, as if the weight of the world rested on him."   3. "After hearing my words, he paused for a moment, then reluctantly nodded, as though something had clicked in his mind."   4. "His eyes widened slightly, and for the first time in a while, a small smile tugged at the corners of his lips."   5. "Jake shrugged, clearly not convinced, but his tone was softer than usual."  心理描写：   1. "As I listened to his complaints, I couldn’t help but feel frustrated, but I knew I had to be patient."   2. "Inside, I felt a flicker of hope that one day he would see things differently."   3. "I wondered if this method would ever work, but I had to trust that it would."   4. "Jake’s voice wavered slightly, and I could sense that he was beginning to question his own negativity."   5. "I could see the wheels turning in his mind, as if he was beginning to realize something important." 环境描写：   1. "The kitchen was quiet except for the soft ticking of the clock, as we sat down to talk."   2. "The late afternoon light streamed through the window, casting a warm glow over our conversation."   3. "The room felt still, but there was a sense of anticipation in the air as Jake finally began to listen."   4. "The bustling sounds of the neighborhood outside seemed distant, as if we were in our own little world."   5. "The evening breeze rustled through the open window, a reminder that things were changing, slowly but surely." 高中语法现象分析  常见语法现象： 1. 非谓语动词： 本文中有许多使用非谓语动词的句子，来表达动作的进行或状态。     例句："I read every article and bought every book."（并列动词）     近义词替换：“read” 可以替换为 “perused” 或 “went through”。     反义词：“ignore” 可以作为反义词。  2. 倒装句： 用于强调某个情节或情感的转换。     例句：“His voice wavered slightly, and I could sense that he was beginning to question his own negativity.”     替换词："His tone was softer than usual, and I could sense that he was beginning to doubt his perspective."  3. 定语从句： 用来修饰名词，丰富句意。     例句：“The research told me that people with negativity have an emotional need for order and sensitivity.”     近义词替换：“research” 可以换为 “study” 或 “investigation”。     反义词：“optimism” 作为积极态度的反义词。    Possible Answer 1： Paragraph 1: One day Jake came home from school and complained as usual. “The teacher gave me a ton of homework today, and I don’t even know how I’m going to finish it all!(宾从)” he groaned. I listened patiently, nodding as I waited for him to finish(as状从). Then, I asked, “Well, was there anything good that happened today(定从)?” Jake thought for a moment, then muttered, “I guess I got an A on my math quiz(宾从).” I smiled softly, proud of his accomplishment.(主语补语) “See? There’s always something good, Jake,” I said gently. He shrugged, but I could tell he was starting to think differently(宾从).  Paragraph 2: From then on, Jake came to understand the power of seeing good points. The next time he came home, he started by saying, “I finished all my homework early today!” I looked up in surprise. “Really?” I asked, raising my eyebrows(非谓语动词做伴随动作). Jake nodded, his smile wider than I’d seen in a long time(独立主格). “And I helped my friend with his math problems too,” he added proudly. “That’s wonderful, Jake,” I said, feeling a warm sense of accomplishment for both of us(非谓语动词做伴随动作). It wasn’t easy, but I knew he was finally learning to see the good in life.(宾从) 加分点分析：  动作描写亮点词汇：“groaned,” “nodding,” “smiled softly.”  情绪描写亮点词汇：“proud,” “surprised,” “warm sense of accomplishment.”  高频搭配：“listen patiently,” “see the good,” “finally learning.” Possible Answer 2： Paragraph 1: One day Jake came home from school and complained as usual. “Everything went wrong today,” he muttered, looking down at his shoes(非谓语动词短语作伴随动作). I knew this was his way of asking for attention(宾从), so I didn’t immediately try to fix things. Instead, I asked him to tell me more. He ranted about the tough day, and after he was done, I simply said, “What was one good thing that happened(定从)?” Jake hesitated, then admitted, “Well, I scored a goal in gym class.” I smiled and said, “That’s fantastic, Jake. You had a lot of good things today, didn’t you?” His eyes brightened a little(独立主格).   Paragraph 2: From then on, Jake came to understand the power of seeing good points. Over the following weeks, I noticed subtle changes in him. He started mentioning the good things that happened during the day (定从)before the complaints. “I made a new friend today!” he announced one evening. I smiled and said, “That’s wonderful! See? You’re focusing on the positives now.” Jake gave me a shy smile, his attitude shifting little by little(独立主格) as he embraced a more optimistic outlook(状从).   加分点分析：  动作描写亮点词汇：“looked down,” “hesitated,” “eyes brightened.”  情绪描写亮点词汇：“brightened,” “shy smile,” “embraced.”  高频搭配：“focus on the positives,” “subtle changes,” “optimistic outlook.” Possible Answer 3：   Paragraph 1: One day Jake came home from school and complained as usual. “Nothing ever goes right for me!” he sighed. I could hear the frustration in his voice, but I resisted the urge to tell him everything would be fine(宾从). Instead, I simply asked, “What’s one thing that  made you happy today?(宾从)” He hesitated, then mumbled, “I did well in my science test.” I nodded, “That’s awesome, Jake. You worked hard for that.” Slowly, he lifted his head, a slight smile forming on his face(独立主格).   Paragraph 2: From then on, Jake came to understand the power of seeing good points. He started sharing his small successes with me each day. “I helped a classmate with his homework today,” he said one evening, clearly proud of himself. “That’s great, Jake!” I replied, beaming at him(非谓语动词做伴随动作). Over time, I saw his outlook on life shift, becoming more positive(非谓语动词作伴随动作) as he learned to focus on the good things(as状从) happening around him(非谓语动词作后置定语). 加分点分析：  动作描写亮点词汇：“sighed,” “lifted his head,” “beaming.”  情绪描写亮点词汇：“frustration,” “proud,” “positive outlook.”  高频搭配：“share his small successes,” “focus on the good things,” “become more positive.” 网传版Possible Answer 1: One day Jake came home from school and complained as usual. He listed the terrible things at school. I listened carefully, looking at him and nodding now and then(非谓语动词做伴随动作). After his complaint, I asked what good things happened to him(宾从). “Nothing.” His response was what I could expect(表从). “Something good must have happened. Think it over, my boy.” I encouraged with a gentle smile. After about fifteen minutes’ effort, he admitted being praised by his head teacher for helping cleaning the front desk. Through this practice, he realized something good really happened to him(宾从). From then on, Jake came to understand the power of seeing good points. He would not just consider everything awful(主谓宾宾补), but was willing to discover something awesome. And to my great joy, he kept patient and peaceful during his sharing. He even danced in excitement at wonderful things. I witnessed his attitude changing from negativity to positivity. The path to getting there seemed to be a struggle, but he was making headway. My hard work was paying off and I believed Jake would get used to seeing the cup of life as half full. 激动与兴奋词块 1.be in high spirits精神高涨 2.be excited with joy at the success为成功而欣喜 3.be on top of the world心满意足 4.a mixture of excitement and happiness既兴奋又开心 5.to one’s excitement/thrill令某人激动的是 6.contain one’s excitement抑制内心的激动 7.tremble with excitement激动地发抖 8.dance/jump with excitement激动地雀跃/跳起来 9.with/in excitement激动地 10.thump/pound with excitement心激动地怦怦跳 焦虑不安词块 1.with anxiety焦急地 2.cause/create/lead to anxiety造成焦虑 3.in despair绝望地 4.with growing uneasiness越来越不安 5.decline one’s head in despair垂头丧气 6.abandon oneself to despair陷入绝望 7.heart be torn with despair撕心裂肺地绝望 48. 假定你是李华，在参加野生动物保护夏令营(Wildlife Protection Summer Camp) 时结识了英国朋友Jack，现在他已回国。请你给他写一封邮件，内容包括： 1. 回忆活动经历； 2. 分享个人感悟； 3. 希望保持联系。 注意：     1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。 Dear Jack, _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua Possible Answer官方: Dear Jack, How is everything going? It has been a month since we parted at the Wildlife Protection Summer Camp(状从). I miss you so much. I can still remember the enjoyable and meaningful time we have spent together(状从), observing those once endangered animals and appreciating the great efforts to protect them(非谓语动词做伴随动作). What impresses me most(主从) is the story of the volunteers watching over(非谓语动词短语做后置定语) antelopes day and night to keep them from attacks(非谓语动词做目的抓关于). Through this experience(状语), I’m fully aware that only when we learn to exist in harmony with nature can the world be a better place.(宾从+倒装句) Let’s stay in touch. Looking forward to your early reply. Yours, Li Hua 环境描写 高分技巧 情绪描写 心理描写 介词+情绪词，in/with/out of /to 无灵主语句 状语从句/定语从句 非谓语动词 doing / feeling做伴随动作 副词或形容词做状语；adv,或 a.+ a. 强调/倒装/感叹句 独立主格，with复合结构 非谓语动词 doing / feeling做伴随动作 亮点动词; mirror/ linger / echo etc. $$