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读后续写：成长顿悟类 -- 富有灵性的创作点醒老师的瞬间
读后续写（2024学年杭州市高三年级一模质量检测卷）
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：
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. _______
积累原文素材，认真审读原文
原文分析：红色定从/定语；蓝色宾从；黄色状从，只标连词；下划线标黄单词为需掌握积累单词；从句类会用斜体标注；需积累部分黑体加粗下划线；
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 ”
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…
原文语法、重点词汇短语和续写思路
重点词汇短语
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.
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。
范文展示
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).
范文展示2
P1: As the students worked, Mary observed them with curiosity. She noticed how each child brought their unique ideas to life on the paper. Tina was sketching a giant candy castle surrounded by clouds shaped like cotton candy, while Akila, who was usually reluctant, finally seemed engaged, drawing a football field with animals as players. Mary smiled as she saw him laughing with Maya, who had drawn a waterfall flowing from a giant rainbow. She saw creativity bursting out in unexpected and wonderful ways. Each student was contributing to this collective dream world in their own style, free from restrictions. Their excitement was contagious, and the classroom buzzed with laughter and energy as they shared ideas, exchanged colors, and encouraged one another.
P2: Mary stood back and surveyed the creation. The artwork was chaotic but vibrant, filled with colors and forms that defied logic yet made perfect sense in a child’s world. She felt a sense of pride and warmth — this was their world, a place where imagination took precedence over structure. Mary realized that sometimes, true learning and growth happen not when we follow rules, but when we’re allowed to break them. Looking at Tina’s ice cream trees, Akila’s football animals, and the myriad of other quirky details, Mary knew she had done the right thing by giving them this freedom. She decided to display their “Dream World” in the hallway, a testament to the boundless creativity of her students.
范文展示3
P1: As the students worked, Mary observed them with curiosity. She noticed how Akila, initially disinterested, had quietly chosen vibrant colors and was now blending them together to create a swirling sky filled with fantastical creatures that flew over a stone castle. Meanwhile, Tina was enthusiastically adding playful details to her section of the paper-a whimsical garden where flowers wore hats and creatures rested on the ice cream-topped trees. Mary felt a wave of relief wash over her. The room was alive with chatter and laughter, as Akila and Tina frequently exchanged ideas and inspired one another. Akila even leaned over to admire Tina’s ice cream trees and said, “That is mind-blowing!” It was wonderful to see them cooperate, their initial differences melting away in the warmth of shared creativity.
P2: Mary stood back and surveyed the creation. The enormous canvas had transformed into a magnificent portrayal of each student’s imagination, forming a breathtaking landscape that reflected their individuality yet spoke to their collective spirit. Mary felt a sense of pride swell within her, she realized that in letting go of rigid structures, her students gave their painting an unrealistic but dream-like quality. Akila, Tina, and the rest of the class had not only embraced their own creative paths but had also nurtured each other’s ideas. They were thrilled, “It was the best painting ever! We should definitely hang it on the wall!” Inspired by the moment Mary decided to host an exhibition of their dream world, inviting parents and other classes to admire the beauty of imagination unleashed in her classroom.

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