资源简介

(共28张PPT)
Unit 1 Art 同步写作
读后续写微技能及实践
PBL教学模式探究系列：
微技能 语料(XB3U1)
动作描写 As a result, painters concentrated less on religious themes.
They began to adopt a more humanistic attitude to life.
Kings, nobles, and people of high rank wanted to purchase accurate pictures of themselves and the people they loved.
From this, Impressionism emerged in France.
In this work, Monet’s aim was to convey the light and movement in the scene
While many Impressionists painted scenes of nature or daily life, others, such as Renoir (1841–1919), focused on people.
7. He sought to show not just the outer image of his subjects, but their inner warmth and humanity as well.
8. Painters such as Picasso (1881–1973) tried to analyse the shapes which existed in the natural world but in a new way, with Cubism.
9. What they attempted to do was no longer show reality, but instead to ask the question, “What is art ”
心理描写 1.Thus, artists were not interested in painting realistic scenes.
Step One: Revision (复习)
1. 我想我们应该专攻一两项大比赛。(concentrate on)
________________________________________________________________________.
2. 他摆出一副满不在乎的样子。(adopt)
____________________________________.
3. 保存好收据作为购货凭证。(purchase)
_____________________________________.
4. 我们来到明媚的阳光下。(emerge)
__________________________________.
5. 请向你的妻子转达我的歉意。(convey)
___________________________________________.
I think we should concentrate on one or two of the really big tournaments
He adopted an air of indifference
Keep your receipt as proof of purchase
We emerged into bright sunlight
Please convey my apologies to your wife
Step Two: Check (检测)
6. 油漆开始起皮剥落了。(paint)
_________________________.
7. 我想我们现在该咨询一下律师了。(seek)
________________________________.
8. 他试图分析自己的感情。(analyse)
_______________________________.
9. 不要试图自己修理这个东西。(attempt )
__________________________________.
10. 明天你有兴趣去看赛马吗？(be interested in)
__________________________________________________
The paint is starting to peel off
I think it’s time we sought legal advice
He tried to analyse his feelings
Do not attempt to repair this yourself
Would you be interested in going to the horse races tomorrow
Step Two: Check (检测)
细节描写结构1: 主+谓1..., 谓2..., and 谓3....
句型
多个连续动作，用“主语 + 谓语动词 1, 谓语动词 2 and 谓语动词 3”，按动作先后或逻辑排列，简洁呈现连贯动作流。
迁移示例
He arranged the exhibition, introduced the Renaissance works and explained the artistic breakthroughs.他布置展览，介绍文艺复兴作品，讲解艺术突破。
赏析
依次呈现 “布置展览 - 介绍作品 - 讲解突破” 连贯动作。
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习1- 主+谓1..., 谓2..., and 谓3....
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1.They _________ the ceramic vase, _________ its historical value and _________ it as a permanent collection.他们端详陶瓷花瓶，评估其历史价值，买下它作为永久藏品。
2.The sculptor ________ the bronze, ______ the noble figure and __________ the memorial words.雕塑家熔化青铜，雕刻崇高人物像，写下纪念文字。
3.Visitors _________ the gallery, __________ the Impressionist paintings and ______ photos with the water lily works.游客们走进画廊，欣赏印象派画作，与睡莲作品合影。
observed
evaluated
purchased
melted
carved
wrote
entered
admired
took
句型
“主语 + 谓语动词 + 非谓语动词（现在分词 / 过去分词，体现伴随肢体动作或心理状态）”，让动作与伴随情况融合，丰富表意。
迁移示例
Monet painted by the pond in Giverny, focusing on the changing light of water lilies.莫奈在吉维尼的池塘边作画，专注于睡莲的光影变化。
赏析
“painted” 是谓语，“focusing on the changing light of water lilies” 现在分词短语表伴随动作
细节描写结构2:谓语动词 + 非谓语动词（描述肢体动作 / 心理）
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习2- 谓语动词 + 非谓语动词（描述肢体动作 / 心理）
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1.The art critic ________ the Picasso work, ________ by its Cubist innovation.艺术评论家看着毕加索的作品，被其立体主义创新所震撼。过去分词短语表伴随状态
2.She _________ through the exhibition, ______ particularly fond of the humanistic sculptures.她漫步在展览中，尤其喜爱富有人文精神的雕塑。现在分词短语表伴随心理
3.The photographer ________ the sunrise over the mountain, ________ to convey the primitive beauty of nature.摄影师拍摄山间日出，希望传达大自然的原始之美。现在分词短语表伴随目的
viewed
shocked
wandered
being
captured
hoping
句型
先以非谓语动词（多为现在分词）呈现肢体动作，后接句子说明心理，把外在动作和内在情绪关联，让情绪表达更具画面感。
迁移示例
Staring at the Renaissance painting, he said he was amazed by the realistic description of humanity.凝视着文艺复兴画作，他说自己被对人性的写实描绘所震撼。
赏析
“Staring at the Renaissance painting” 展现肢体动作，后续句子点明震撼心理
细节描写结构3:情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理））
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习3- 情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）)
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1.______ at the ink painting "Feeling from Mountain and Water", she ______ the artist's subjective emotions touched her deeply.凝视着《溪山行旅图》水墨画，她说艺术家的主观情感深深打动了她。非谓语体现动作，句子说明触动心理
2.______ his brush gently, he ______ he wanted to capture the fleeting light of the sunrise.轻柔地握着画笔，他说想捕捉日出转瞬即逝的光线。非谓语表肢体，句子表渴望心理
3._________the exhibition catalog, they ___________ the medieval works were worthy of their reputation for religious devotion.翻阅展览目录，他们说中世纪作品在宗教虔诚表达上名不虚传。非谓语展动作，句子表认可心理
Staring
said
Holding
stated
Skimming
commented
句型
非谓语动词（如现在分词）体现心理，句子进一步阐释心理，并用 “with + 名词 + 形容词 / 现在分词” 复合结构描绘神态，多维度渲染情绪。
迁移示例
Thrilled, the audience watched the animation "Tadpoles Searching for Mother" with eyes full of curiosity.观众激动不已，看着动画《小蝌蚪找妈妈》，眼里充满好奇。
赏析
“Thrilled” 表心理，“with eyes full of curiosity” 复合结构描神态
细节描写结构4:情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写））
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习4- 情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写）
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1.__________, the art student analyzed the sketch with his eyes ______on it.专注地，美术生分析素描，目不转睛的盯着它。非谓语表心理，复合结构描神态
2.___________, she appreciated the Buddhist sculpture with a ______ smile on her face.崇敬地，她欣赏佛教雕塑，脸上带着虔诚的微笑。非谓语体现心理，复合结构绘神态
3._________________, they discussed the symphony "The Cowboy’s Flute" with their voices ______ with excitement.热烈地，他们讨论《牧笛》交响乐，声音里充满兴奋。非谓语表心理，复合结构描状态
Attentively
fixed
Respectfully
holy
Eagerly
filled
句型
先用形容词体现人物心理，接着句子描述肢体动作，再以 “with + 名词 + 形容词 / 现在分词” 复合结构补充神态，借环境或场景关联心理、动作与神态。
迁移示例
Astonished, the visitor walked through the Renaissance hall with breath held at Michelangelo's sculpture.游客惊叹不已，在文艺复兴展厅漫步，看到米开朗基罗的雕塑屏住了呼吸。
赏析
“Astonished” 表心理，“walked through the Renaissance hall” 是动作，“with breath held” 描神态
细节描写结构5:环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写））
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习5- 环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写））
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1.___________, the scholar ________the medieval manuscript with his attention ______ on the Christian symbols.恭敬地，学者研究中世纪手稿，注意力集中在基督教符号上。形容词表心理，句子描动作，复合结构绘状态
2.______, she ______ the water lily pond in Giverny with her face _________ in delight.愉悦地，她望着吉维尼的睡莲池，脸上洋溢着喜悦。形容词体现心理，句子表动作，复合结构描神态
3.____________, they ______ the Cubism exhibition with their minds ______ by the multi-dimensional expressions.震撼地，他们参观立体主义展览，思想被多维表达方式所冲击。形容词表心理，句子描动作，复合结构绘感受
Respectfully
studied
focused
Joyfully
gazed
smiling
Amazingly
visited
struck
句型
用视觉、听觉、嗅觉相关形容词描绘环境，营造氛围，为故事添背景色彩，让读者借感官感受场景。
迁移示例
The grand gallery, with the sound of whispers and the smell of old canvas, was full of artistic atmosphere.（宏伟的画廊里，低语声和旧画布的气味交织，充满艺术氛围。
赏析
“grand”（视觉）、“sound of whispers”（听觉）、“smell of old canvas”（嗅觉）营造氛围）
细节描写结构6:环境描写（形容词（视觉、听觉、嗅觉））
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习6- 环境描写（形容词（视觉、听觉、嗅觉））
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1.The ______ studio, with the ______ of brushes moving and the ______ of oil paints, showed a busy creative scene.明亮的工作室里，画笔移动的声音和油画颜料的气味呈现出繁忙的创作景象。填视觉、听觉、嗅觉相关词汇
2.The ______ square, with the ______ of children laughing and the _________ of fresh flowers, hosted an outdoor art fair.热闹的广场上，孩子们的笑声和鲜花的香气中，正举办一场户外艺术展。用视觉、听觉、嗅觉相关词汇
3.The ______ temple, with the ______ of bells ringing and the ______ of incense, created a solemn religious atmosphere.古老的寺庙里，钟声和香烛的气味营造出庄严的宗教氛围。借视觉、听觉、嗅觉词汇营造氛围
bright
sound
smell
lively
sound
fragrance
ancient
sound
smell
句型
把谓语或谓语部分提前，如 “副词 / 介词短语 + 谓语 + 主语”，突出强调，让句子有变化、更紧凑，增强表达力度。
迁移示例
Only during the Renaissance did such a breakthrough in realistic painting emerge.（只有在文艺复兴时期，写实绘画才有如此突破。
赏析
“Only during the Renaissance” 提前，引发倒装，强调时期
细节描写结构7:倒装结构
How to make your continuation writing vivid
Step Three: Learning the new (知新)
仿写练习7- 倒装结构
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1._______________________________________ did people recognize the value of this humble ink painting.直到专家进行精确鉴定后，人们才认识到这幅不起眼的水墨画的价值。用倒装突出意识到的时机
2._____________________ can we understand the depth of humanistic spirit in Rembrandt's works.只有通过研究他的生平，我们才能理解伦勃朗作品中人文精神的深度。借倒装强调理解的方式
3.________________________ came the inspiration for Monet's "Water Lilies" series.在吉维尼的池塘边，莫奈《睡莲》系列的灵感涌现了。用倒装突出灵感出现的情境
Only after experts made a precise appraisal
Only by studying his life
By the pond in Giverny
续写原文
Lily loved school. However, there was one class Lily worried about more than any other —art. She didn’t know why she just wasn’t any good at drawing, painting, or cutting.
Ms. Clay, the art teacher, stood at the front of the room. “Class, next Friday our school is going to have an art competition,” she announced. Ms. Clay was a great teacher, and Lily liked her a lot. But this announcement made Lily nervous. “Everyone in the school will create a piece of artwork to show in the library. You can use the different types of artwork we have been studying.” Ms. Clay was quite excited when she spoke while Lily found herself sinking lower in her chair.
Lily had the whole weekend to work on her project, but she could not think of anything to do. On Monday, Lily felt frightened, so after school Lily asked Ms. Clay if she could write an art paper instead of doing an art project.
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Step Five: Practice（操练）
续写原文
“I understand this project scared you, Lily.” Ms. Clay said. “Just remember, you can create any kind of art you want.” Ms. Clay smiled at her. “Art is a person’s way of expressing his or her feelings —it isn’t always painting, drawing, or cutting. I know you will think of something very creative, and I can’t wait to see it.”
When Lily arrived home, she took out a piece of paper and a pencil. She remembered Ms. Clay’s words. “Art is a person’s way of expressing his or her feelings.” Lily wrote the word “terrified” on her paper. She crumpled(揉皱) the paper and threw it to the side of her desk.
Then Lily stared at the crumpled ball. Suddenly an idea struck her. Why not create something out of crumpled paper
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段首句
Para. 1：
The crumpled paper reminded her of a snowball.
————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
Para. 2：
On Friday, Lily carefully carried her project into the library.
————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
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续写原文分析
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莉莉热爱学校，但唯独对美术课忧心忡忡，因为她不擅长绘画、作画和裁剪。美术老师宣布学校将举办艺术比赛，这让莉莉倍感紧张。周末她毫无灵感，周一便向老师提出能否写一篇艺术论文代替创作。老师鼓励她艺术有多种表达方式，让她发挥创意。回家后，莉莉从揉皱的纸团中获得灵感。
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；
点2：位于续写第一段段尾，流畅衔接第二段段首句；
点3：位于续写第二段段首，续写衔接第二段段首语；
点4：文章结尾升华，给予读者正能量，揭示和强调主题。
情节构建的重点
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续写思路分析
Para 1： The crumpled paper reminded her of a snowball.
皱巴巴的纸团让她想起了雪球。受此启发，莉莉仿佛打开了灵感的大门。她迅速在家里翻找纸张，将它们一张张揉成大小各异的纸团。接下来的几个小时，她全神贯注地摆弄着这些纸团，精心雕琢。她先用较大的纸团搭建雪人的身体，再用稍小的纸团做脑袋，将它们巧妙拼接。之后，她找来一根橙色纸条，扭成胡萝卜的形状，当作雪人的鼻子；用黑色彩笔在小纸片上画了两个圆，当作雪人的眼睛；还从旧围巾上剪下一段，给雪人围上。看着逐渐成型的雪人，莉莉心中满是成就感。
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续写思路分析
Para 2：On Friday, Lily carefully carried her project into the library.、
周五，莉莉小心翼翼地捧着她的作品走进图书馆。一路上，她都生怕弄坏了这个凝聚着自己心血的雪人。到了图书馆，她轻轻将雪人放在展示台上，退后半步，仔细端详。周围的同学陆续进来，看到她的作品，都投来惊讶与赞叹的目光。有的同学凑近询问她是如何想到这个创意的，莉莉微笑着分享自己的创作过程。当美术老师走来，对她竖起大拇指时，莉莉的笑容更加灿烂了。她终于明白，艺术果然有无限可能，自己也能创造出独特的作品 。
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The crumpled paper reminded her of a snowball. Spurred by this spark of inspiration, Lily scurried around the house, rummaging through drawers and shelves in search of more paper. With enthusiasm, she began crumpling the sheets into spheres of varying sizes. For the ensuing hours, she was completely engrossed in the task of shaping these paper balls into a work of art. Employing the larger balls as the base, she meticulously constructed the snowman's body, and then, with equal care, added the smaller balls for the head, seamlessly piecing them together. Subsequently, she sourced an orange strip of paper, deftly twisting it into the likeness of a carrot for the nose. Using a black marker, she precisely drew two small circles on separate pieces of paper, which were then affixed as the eyes. To complete the look, she even snipped a section from an old scarf and artfully draped it around the snowman's neck. As she beheld the snowman taking shape before her eyes, a profound sense of accomplishment washed over Lily.
Step Five: Rewrite and Show (重写和赏析）
On Friday, Lily carefully carried her project into the library. Throughout the journey, she was acutely aware of the preciousness of her work, determined not to let even the slightest mishap befall the snowman that symbolized her dedication and effort. Upon arriving at the library, she delicately placed the snowman on the display table and took a step back, her eyes scanning the work with a mix of pride and scrutiny. As time passed, her classmates trickled in. The moment they laid eyes on her creation, expressions of surprise and admiration spread across their faces. Some, intrigued by the novelty of the idea, approached her, eager to know how she had conjured up such a creative concept. Lily, wearing a warm smile, readily shared her creative journey. When the art teacher made her way over and gave Lily an approving thumbs - up, Lily's face lit up with an even broader smile. It was at this moment that Lily truly grasped the boundless nature of art, realizing that she too was capable of producing something truly unique.
Step Five: Rewrite and Show (重写和赏析）
Thank you for your listening!

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