2025届高考一轮复习专项提高积累之成长顿悟类 富有灵性的创作点醒老师的瞬间 课件

成长顿悟类 富有灵性的创作点醒老师的瞬间 2024学年第一学期杭州市高三年级教学质量检测 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. 原文赏析 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： 1. 所续写短文的词数应为150左右；2. 请按如下格式在答题卡的相应位置作答。  As the students worked, Mary observed them with curiosity. _______    Mary stood back and surveyed the creation. _______ 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) 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(主语的补语) — drawing wasn’t her thing. A small group of students gathered around Tina, laughing at her unusual drawing(非谓语动词短语做伴随动作): a sun sporting sunglasses and trees topped with ice cream cones(非谓语动词短语做后置定语). Mary instructed Tina firmly but with unease, “Draw it the way I showed you(定从).” 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(非谓语动词短语做伴随动作) — 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(独立主格). “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?” 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) Mary paused, her thoughts racing(独立主格). 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(定从). 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(非谓语动词短语做后置定语). They were free to use colors, shapes, and patterns however they wished(状从). At first, the students hesitated, unsure of this newfound freedom(补语). Akila leaned back, skeptical(补语) of what seemed like another pointless exercise(宾从). But Tina, her creativity no longer restricted(独立主格), eagerly grabbed her crayons and began to draw with abandon. Then, Maya joined in. And then Michael…  语法现象分析 1. 时态的使用：文中主要采用了一般过去时描述事件的发生，如“Mary was the art teacher...” 和“Mary instructed Tina...”。续写时保持一致，以一般过去时为主，尤其是在叙述背景和描述事件时。 2. 间接引语：如“Mary instructed Tina firmly...”。间接引语在续写中用于表达人物的对话内容，可以增强叙述的流畅性，避免过多的直接引语。 3. 非限定性定语从句：例如，“Tina’s drawings weren’t just curious —— they were a window into a world where imagination ruled...”。非限定性定语从句可以在续写中进一步描述学生的感受和作品的特点。 4. 情态动词：文中使用“could”表达可能性，续写中可以使用情态动词（如could, might, should）来表达推测或建议。 5. 动名词短语：如“guiding them through the process of drawing...”。在续写中，可以继续使用动名词短语来表达连续动作或抽象概念。  常见搭配与语料积累 - draw like everyone else：表达对规范或传统的质疑，可用于体现学生对自我表达的探索。 - creativity being overshadowed：用于描述创造力被压制的情境。 - renewed sense of purpose：表达一种重新燃起的目标感，适用于描写教师角色在经历冲突后的成长。 - lean back, skeptical：形容人物的动作及心理状态，适用于对新事物的怀疑态度。 - grab crayons and draw with abandon：展示学生在创作过程中的自由和热情。 - stood back and surveyed the creation：表达观察或欣赏作品的情境，突显结果的完成和教师的自豪感。  生词短语解析 1. disinterested    - 词性：形容词    - 词义：无兴趣的，不关心的    - 近义词：indifferent, apathetic    - 反义词：interested, enthusiastic    - 例句：The students seemed disinterested in the lecture. / Her disinterested attitude towards the project was evident. 2. ridicule    - 词性：名词/动词    - 词义：嘲笑，奚落    - 近义词：mock, scorn    - 反义词：respect, praise    - 例句：She faced ridicule for her unconventional ideas. / The unique design was met with ridicule at first. 3. creativity    - 词性：名词    - 词义：创造力，创新性    - 近义词：imagination, originality    - 反义词：rigidity, uniformity    - 例句：Creativity is essential in art and science alike. / The new program aims to foster creativity among students. 4. skeptical    - 词性：形容词    - 词义：怀疑的    - 近义词：doubtful, suspicious    - 反义词：convinced, certain    - 例句：Many were skeptical of the plan’s success. / She looked skeptical, unsure if the idea would work. 5. renewed    - 词性：形容词    - 词义：重新开始的，焕然一新的    - 近义词：revived, refreshed    - 反义词：exhausted, stale    - 例句：The team returned to work with renewed energy. / After the break, he felt a renewed sense of purpose. 两种构思方法 “四到一行” “线索呼应” 看 听 想 说 做 找出线索，前后呼应 “两法六句” 第一步 依据首句，构思框架 两段首句定一框，二框二首正能量。 (1) 读懂两段首句 第一段首句后的衔接句、第一段尾句 、第二段首句后的衔接句。 即第二段的尾句——能体现故事圆满结局的句子或故事给我们启示的句子。 (2) 写好三个衔接句 (3) 写好一个升华句 续写构思 在续写中，应注意以下思路： 1. 突出学生的转变：续写时重点描述学生在创作过程中的心态变化。例如，刚开始时，学生对自由创作感到不知所措，但随着时间推移，他们逐渐放松并投入到自己的作品中。 2. 展示教师的自我反思与成长：描写Mary看到学生作品的心态变化，她意识到自由创作对学生发展的重要性，从而打破了自己对创作的固有观念。 3. 用结尾强调教育意义：可以以Mary的自我反思为结尾，揭示她对自由表达的认可和对学生创造力的肯定，点明教育应鼓励个性化表达的主题。 Possible Answer 1 As the students worked, Mary observed them with curiosity. She could see their initial hesitation give way to excitement as they embraced their own unique visions(状从). Akila, once disinterested(主语补语), was now fully engaged, her hands moving swiftly across the paper.(独立主格) Tina’s sun wore its sunglasses proudly, while others drew trees in vibrant colors and skies filled with stars(状从，and后为简单省略). The room buzzed with laughter and creativity, as if a world of endless possibilities had opened up.  Mary stood back and surveyed the creation. A colorful tapestry of ideas lay before her, each stroke reflecting the students' hearts and minds(独立主格). She realized she had not only encouraged artistic expression but had also created a safe space for them to explore who they were(宾从+定从，且有not only, but also 并列). Smiling(非谓语动词做伴随动作), she felt a renewed sense of purpose as an educator. This project had shown her that the most beautiful artwork wasn’t about perfection; it was about freedom(宾从). Possible Answer 2 As the students worked, Mary observed them with curiosity. Each student brought something unique to the project: Akila sketched a castle floating on clouds(非谓语动词做后置定语), while Tina’s sun with sunglasses beamed over trees topped with candies(状从+非谓语动词作后置定语 topped). She noticed the change in their expressions – no longer bound by expectations(非谓语动词做后置定语), they were creating from their hearts. For the first time, Mary felt that the classroom was a place of true inspiration, not mere instruction(宾从). Mary stood back and surveyed the creation. What she saw(主从) was more than just colors and shapes; it was a mosaic of dreams. Every detail told a story of courage, curiosity, and individuality. Mary felt a surge of pride – not just in her students, but in herself. She had finally allowed them to draw their own world, reminding her(非谓语动词做伴随动作) that true art lay in the freedom to imagine(宾从). Possible Answer 3 As the students worked, Mary observed them with curiosity. Tina had inspired everyone with her creativity, and even the most reserved students were experimenting with colors and shapes. Mary felt a thrill watching them shed their fears and express themselves without boundaries(watching之后非谓语动词做伴随动作). She marveled at how a simple project had ignited a spark, encouraging every student to explore new ideas(非谓语动词做伴随动作). Mary stood back and surveyed the creation. A beautiful collage of colors and shapes filled the paper. Some images were silly, some breathtaking, but each one was original. Mary realized that, just like Tina’s sun with sunglasses, each student had a unique perspective(宾从). She resolved to nurture that individuality, understanding now that true teaching was about opening minds rather than following rules(now that 组合连词). 1. overshadow      - 词性：动词      - 词义：使…显得逊色；使…黯然失色      - 近义词：outshine, eclipse      - 联想词：dominate, obscure      - 例句：        - His achievements were overshadowed by his brother’s success.        - The tall building overshadowed the smaller houses in the neighborhood.    2. ridicule      - 词性：名词/动词      - 词义：嘲笑，奚落      - 近义词：mock, deride      - 联想词：scorn, sarcasm      - 例句：        - They ridiculed his ideas as impractical.        - He was hurt by the ridicule from his classmates.    3. sparkle      - 词性：动词/名词      - 词义：闪耀；发光      - 近义词：glitter, twinkle      - 联想词：shine, gleam      - 例句：        - Her eyes sparkled with excitement.        - The lake sparkled under the bright sun.   4. pause      - 词性：动词/名词      - 词义：暂停；停顿      - 近义词：halt, break      - 联想词：stop, rest      - 例句：        - She paused before answering his question.        - After a long pause, he continued his speech.     5. enforce      - 词性：动词      - 词义：执行，强制实施      - 近义词：implement, impose      - 联想词：apply, uphold      - 例句：        - It’s the police’s duty to enforce the law.        - Strict rules were enforced in the school.     6. rigid      - 词性：形容词      - 词义：僵硬的；严格的      - 近义词：strict, inflexible      - 联想词：unyielding, stiff      - 例句：        - The teacher has a rigid approach to discipline.        - The rules were so rigid that no one could bend them.    7. hesitate      - 词性：动词      - 词义：犹豫；踌躇      - 近义词：delay, waver      - 联想词：pause, doubt      - 例句：        - She hesitated before making the decision.        - Don’t hesitate to ask if you need help.    8. lean      - 词性：动词      - 词义：倚靠；倾斜      - 近义词：incline, tilt      - 联想词：rest, bend      - 例句：        - He leaned against the wall.        - The tree was leaning due to the strong wind.   9. skeptical      - 词性：形容词      - 词义：怀疑的      - 近义词：doubtful, suspicious      - 联想词：cynical, uncertain      - 例句：        - She was skeptical of his explanations.        - The audience remained skeptical about the proposal.     10. grab       - 词性：动词       - 词义：抓取；拿取       - 近义词：seize, snatch       - 联想词：grasp, hold       - 例句：         - He grabbed his coat and left quickly.         - She grabbed the opportunity to study abroad.     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. $$