资源简介

(共21张PPT)
2026年菏泽一模
七选五分析
目录
CONTENTS
命题立意
Propositional Intention
解题方法和步骤
Solutions and Procedures
文本分析
Analysis of Material
教后反思和改进
Reflection and Improvement
01
02
03
05
难点
Difficulties
04
题型解读
考查重点: 考查考生对文章的整体内容,结构以及上下文衔接和叙事逻辑的理解和掌握。
选项特点:
主旨概括句 (文章整体内容)
过渡句(文章结构)
注释句(上下文逻辑意义)
My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ___36___
I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ___37___ I felt empty, oddly anxious. What was I supposed to do with these moments
Slowly, I started to figure it out. ___38___ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling.
The month ended, and I took my smart phone from the drawer. ___39___ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up.
___40___ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us.
A. I noticed things I had been missing for years.
B. Whether to give it a try or not became a question.
C. I didn’t throw it away or promise to give it up forever.
D. I missed the happy moments I had experienced before.
E. I found only the phone’s tiny screen and limited functions.
F. More important than the changes, though, is what I learned.
G. I laughed it off at first but decided to go without mine for a month.
原题呈现
1. 贴合学生认知与生活场景
文章围绕 “尝试一个月不用智能手机” 展开，紧扣当代学生 “手机依赖”“信息过载” 的普遍生活痛点，与学生日常刷手机、应对无聊时刻的场景高度相关。
既能降低学生对话题的陌生感，又能引导学生反思科技使用习惯，关注 “放下手机后重新发现生活细节” 的温暖与价值，契合 “立德树人” 的育人目标。
2. 符合七选五的考查本质
试题核心是测试语篇层面的语言运用能力，而非单纯考查语法或词汇记忆。
空处设置紧扣叙事逻辑：从 “女儿建议→作者决定”“初期不适→逐渐适应”“拿回手机→理性使用”“行为改变→认知升华” 等关键节点，倒逼学生跳出 “逐句翻译” 的误区，学会从语篇整体角度思考上下文衔接与情感脉络。
3. 革新七选五的体裁选择
这篇文章采用叙事类夹叙夹议文体裁，打破了以往说明文、议论文为主的局面，对学生而言难度更友好。
文章采用 “总 — 分 — 总” 的隐性结构：开篇引入挑战，中间铺陈过程与转变，结尾升华主旨，既保留了七选五对逻辑衔接的考查，又通过叙事增强了可读性与共情点。
4. 匹配学生能力发展需求
记叙文是最能考查 “细节观察与情感共鸣” 的体裁。
试题通过 “初期空虚焦虑→逐渐发现生活美好→理性调整使用方式” 的情感线索，考查学生对人物行为背后动机（如 “无聊不是紧急情况，而是存在的机会”）的深层理解。
既能培养学生的文本细读能力，又能引导学生学会通过普通生活细节感受成长，提升人文素养。
命题思路分析
语篇分析
What
语篇分析
本文是一篇叙事夹叙夹议文，讲述作者尝试一个月不用智能手机，从不适到重新感受生活，最终学会理性使用科技的经历。
How
文章结构为总 — 分 — 总。按 “提出建议 — 亲身实践 — 态度转变 — 感悟升华” 的顺序展开，逻辑清晰，注重上下文衔接与情感变化。
Why
话题贴近学生生活，考查语篇理解与逻辑衔接，引导学生合理使用手机，体现立德树人的育人导向。
结构层级 对应段落 核心功能 关键内容
总起段 Para1 引入场景 + 提出挑战 以女儿夏令营归来的分享为切入点，提出 “尝试一个月不用智能手机” 的建议，开启全文叙事
分述段 Para2-4 刻画人物 + 细节支撑 按 “初期不适→适应转变→理性调整” 的脉络，通过动作、心理与行为细节，呈现作者戒手机的完整过程。
总结段 Para5 升华主题 + 传递感悟 以核心感悟收束全文，点明 “无聊是成长契机” 的主旨，完成从个人经历到生活态度的升华。
文本结构
词汇考察
重难点词汇
intentionally adv. 有意地，故意地
habitually adv. 习惯性地
scroll v. （在手机或电脑上）滚动浏览
alert n. 提醒，通知
delete v. 删除
emergency n. 紧急情况
creativity n. 创造力
重难点词块
reach for 伸手去拿
stand in line 排队
figure out 弄明白，搞清楚
turn off 关闭（设备、提醒等）
add up 累积，积少成多
connect with 与…… 建立联系
句法考察：
转折关系（如选项 G 中 “but” 体现从 “一笑置之” 到 “决定尝试” 的态度转变）
因果 / 解释关系（如选项 E 解释了 “感到空虚焦虑” 的直接原因）举例说明（如选项 A 引出后文对生活细节的具体描述）
让步 / 澄清关系（如选项 C 澄清 “并非彻底放弃手机”，避免逻辑极端化）
篇章结构考察：
理解叙事文 “引入挑战→过程铺陈→理性反思→主旨升华” 的脉络，确保选项符合情节发展顺序与情感变化逻辑。
考查段间、句间衔接，要求选项能自然承接上下文，推动语篇逻辑连贯。
语言知识考察
语言能力考察
考察能力 能力体现
语境理解能力
逻辑推理能力
信息整合能力
通过上下文细节（如作者频繁伸手拿手机的动作、厨房光线与鸟鸣的细节描写）推断空格处内容，摒弃逐句翻译，依托语篇语境锁定答案
如 37 题通过前文 “频繁拿手机” 的行为，结合后文 “空虚焦虑” 的情绪，推理出选项 E “基础手机功能有限” 的合理性，形成行为与情绪的逻辑闭环
整合 “尝试戒手机的经历”“行为调整的具体举措”“回归当下的生活细节” 等信息，判断选项是否与全文 “理性使用科技、珍惜当下” 的主题高度契合
段落 核心内容 选项需匹配的主题
1 女儿提出 “尝试一个月不用智能手机” 的建议 对建议的回应与行动决定
2 初期戒手机的不适与空虚焦虑 不适情绪的直接原因
3 逐渐适应，重新发现生活细节 适应后感知到的生活美好
4 一个月结束后理性调整手机使用方式 并非彻底弃用，而是理性掌控
5 升华主旨，领悟 “无聊是成长契机” 从行为改变到认知收获的核心感悟
Step1 阅览全文，获取主要内容和文章结构
梳理文本脉络，明确每段核心内容，再根据段落主题匹配选项主题
Step2: 分析选项特征做好标记
A. I noticed things I had been missing for years.
B. Whether to give it a try or not became a question.
C. I didn’t throw it away or promise to give it up forever.
D. I missed the happy moments I had experienced before.
E. I found only the phone’s tiny screen and limited functions.
F. More important than the changes, though, is what I learned.
G. I laughed it off at first but decided to go without mine for a month.
动词 noticed，表明是适应后发现的美好，适用于 “逐渐适应戒手机生活” 的段落
否定句，澄清 “并非彻底弃用手机”，适用于 “一个月结束后理性调整使用方式” 的段落
动词missed，表达对过去的怀念，可用于“戒手机初期的情绪波动”场景
名词短语tiny screen and limited functions， 解释初期空虚焦虑的直接原因，适用于“戒手机初期”的段落
转折词though，从“行为改变”过渡到“认识收获”，适用于文章结尾升华主旨
疑问词weather，聚焦“是否尝试”的犹豫，可用于回应女儿建议的心理活动场景
重点关注转折连词（but, though）、动词（noticed, found, missed）、否定表达（didn’t throw it away）、疑问词（whether）等，可快速判断选项的语境与逻辑归属，为后续匹配段落做准备。
转折词but，体现从“一笑置之”到“决定尝试”的态度转变，适用于开篇回应女儿建议的段落
Step3：分析选项位置及特点
My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ___36___
I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ___37___ I felt empty, oddly anxious. What was I supposed to do with these moments
Slowly, I started to figure it out. ___38___ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling.
The month ended, and I took my smart phone from the drawer. ___39___ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up.
___40___ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us.
36题：首段段尾--呼应主题 + 承上启下
38题：段中--承上启下+结果呈现
37题：段中--承上启下 + 原因解释
39题：段中--承上启下+澄清态度
40题：尾段段首--承前启后，升华主旨
My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ___36___
I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ___37___ I felt empty, oddly anxious. What was I supposed to do with these moments
Slowly, I started to figure it out. ___38___ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling.
The month ended, and I took my smart phone from the drawer. ___39___ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up.
___40___ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us.
A. I noticed things I had been missing for years.
B. Whether to give it a try or not became a question.
C. I didn’t throw it away or promise to give it up forever.
D. I missed the happy moments I had experienced before.
E. I found only the phone’s tiny screen and limited functions.
F. More important than the changes, though, is what I learned.
G. I laughed it off at first but decided to go without mine for a month.
Step4：解题步骤
Step5：带入复核
My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ___36__
I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ___37___ I felt empty, oddly anxious. What was I supposed to do with these moments
Slowly, I started to figure it out. ___38___ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling.
The month ended, and I took my smart phone from the drawer. ___39___ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up.
___40___ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us.
A. I noticed things I had been missing for years.
B. Whether to give it a try or not became a question.
C. I didn’t throw it away or promise to give it up forever.
D. I missed the happy moments I had experienced before.
E. I found only the phone’s tiny screen and limited functions.
F. More important than the changes, though, is what I learned.
G. I laughed it off at first but decided to go without mine for a month.
G
E
A
C
F
语句通顺，语境流畅
作答详情
难点 ：忽视上下文句间逻辑，仅凭词义、话题表层匹配盲目选择
如 37 题错选 D（“I missed the happy moments I had experienced before.”），仅关注 “负面情绪” 的词义匹配，却忽略前文 “频繁伸手拿手机” 与后文 “空虚焦虑” 的因果衔接逻辑，无法解释焦虑情绪的成因；
39 题错选 E（“I found only the phone’s tiny screen and limited functions.”），仅看到 “手机” 相关话题，却未衔接 “一个月结束后拿出智能手机、理性调整使用方式” 的语境逻辑，与上下文语义完全脱节。
引导策略：
①采用 “上下文线索标记法”，让学生在空格前后画出关键词（如 37 题前 “reached for my phone”、后 “felt empty, oddly anxious”；39 题前 “took my smart phone from the drawer”、后 “it’s not realistic”），通过 “关键词匹配” 判断选项是否符合句间逻辑。
②先让学生完成文本脉络梳理，明确每段核心内容，再根据段落主题匹配选项主题
难点与引导策略
1.语篇意识不强，忽略上下文语境。
2.词汇障碍影响原文理解
3.长难句语法分析能力欠缺
4.解题技巧有待强化
班级学情分析
“三步解题法”：
① 通读全文，梳理主题与脉络（标记记叙文六要素、段落主旨）；
② 逐空分析，匹配上下文线索（画出空格前后关键词，排除无关选项）；
③ 代入验证，检查逻辑与主题（将选项代入原文，判断是否符合叙事逻辑与全文主题）；
学法指导
1.加强 “语篇逻辑衔接” 的专项训练
学生常因忽视 “句子间的因果、顺承、转折” 关系出错，需增加 “逻辑衔接词填空”“句子排序” 等练习（如让学生判断 “I reached for my phone constantly” 后应接 “I found only the phone’s tiny screen and limited functions” 还是 “I noticed things I had been missing for years”），帮助学生建立 “上下文逻辑关联” 的意识，破解仅凭词汇表层匹配选答案的误区。
2.强化 “记叙文篇章结构” 的教学
部分学生对 “记叙文各段落功能（引入、发展、高潮、结尾）” 不清晰，需通过 “篇章结构示意图”“段落主旨概括” 等活动，让学生明确 “每段内容如何服务于主题”（如本文第 2 段通过描述戒手机初期的不适，铺垫后续的成长变化，属于 “发展段的问题呈现”；第 5 段通过升华对 “无聊” 的认知，点明全文主旨，属于 “结尾段的主题升华”）。
教学反思
3.增加 “成长感悟类文本” 的阅读指导
学生对 “人物行为背后的心理动机与认知变化” 敏感度不足，需在教学中加入 “人物心理变化分析” 环节（如让学生讨论 “作者为什么频繁伸手拿手机？”“一个月后作者对手机的态度发生了什么变化？”），引导学生从 “行为细节” 挖掘 “心理变化与文本主题”，提升文本细读能力。
4.培养 “知识迁移” 能力
学生在解熟悉的原文试题时可能表现良好，但遇到改编后的 “新场景”（如数字极简、慢生活、自我成长）或 “新词汇”（如 intentionally、boredom）时，容易因 “场景陌生”“词汇不熟悉” 出错，说明教学中缺乏 “知识迁移” 的训练，学生未能将 “上下文逻辑分析”“篇章结构梳理” 的方法灵活应用到新文本中。
教学反思
愉
Thank you for your listening !

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