2025-2026 学年度湖北省荆州市荆州中学高三上学期8 月年级教学质量检测
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
, clearly disinterested(adj 做补语) — drawing wasn’t her thing. A small group of
students gathered around Tina, laughing at
her unusual drawing
(现在分词短语做伴随动作): a
sun
sporting sunglasses and trees topped with ice cream cones
(独立主格或者名词短语).
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(文章中心的伏笔)? She scanned the room,
observing
her students’
faces
(现在分词短语做伴随动作) — some concentrated, others
uncertain(独立主格或名词并列). Akila’s disinterest was clear, and Tina’s imaginative drawing
had been met with ridicule instead of praise(两个人的状态描写).
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. “I love ice cream, and I thought
the sun would look cool with sunglasses. Why do we always have to draw like
everyone else?(伏笔)”
Mary paused, her thoughts racing(独立主格刻画人物状态). 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 artwork titled
“ Our Dream World
”
with no rules(过去分词短语做后置定语). They were free to use colors, shapes, and patterns(名词并
列) however
they wished
.
At first, the students hesitated, unsure
of this newfound freedom
(adj 做主语补语).
Akila leaned back, skeptical of(adj 短语做补语) what seemed like another pointless
exercise. But Tina, her creativity no longer restricted(过去分词做后置定语), eagerly grabbed
her crayons and began to draw with abandon. Then, Maya joined in. And then
Michael…
注意:1.续写词数应为150 左右;
2.请按如下格式在答题卡的相应位置作答。
Paragraph 1: As the students worked, Mary observed them with curiosity. _______
Paragraph 2: Mary stood back and surveyed the creation. _______
2025-2026 学年度湖北省荆州市荆州中学高三上学期8 月年级教学质量检测
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.续写词数应为150 左右;
2.请按如下格式在答题卡的相应位置作答。
Paragraph 1: As the students worked, Mary observed them with curiosity. _______
Paragraph 2: Mary stood back and surveyed the creation. _______
一、文章分析与续写构思
该文章属于校园温情+师生互动与成长+教育启示类读后续写，聚焦于教师
对学生创造力的引导与自我反思。续写应围绕学生创造力的释放、教师的角色
转变以及集体合作带来的积极变化展开。
构思思路：
第一段：描述学生从犹豫到积极参与的过程，重点刻画个别学生（如Akila 的
转变、Tina 的引领）以及课堂氛围的变化。
第二段：展现集体作品的完成及对Mary 的启示，强调创造力与规则之间的平
衡，并点明主题——教育的真正意义在于激发个性与想象力。
布局与框架：
承接开头：延续“学生开始集体创作”的情境，逐步展现他们的投入与互动。
冲突缓解：通过学生的参与化解最初的犹豫与怀疑。
高潮与启示：通过最终作品和Mary 的观察，揭示主题。
结尾升华：强调教育中创造力与自由表达的重要性。
实施要点：
使用生动的动作和心理描写展现学生变化。
通过环境烘托课堂氛围（如色彩、声音）。
让Mary 的观察与反思贯穿全文。
续写注意事项：
承接原文：保持人物性格一致性（如Tina 的叛逆、Akila 的冷漠）；延续“无
规则创作”设定；呼应前文伏笔（如“joy of creativity”）。
整体注意：避免偏离教育主题；控制语言风格（简洁生动，符合高考要求）；
确保段落衔接自然。
巧妙设计：通过细节（如学生对话、作品描述）增强画面感；用对比（如前后
课堂氛围）突出变化；以Mary 的视角传递情感层次。
2. 故事山模式与原文分析
故事山模式：
开端：Mary 质疑自己的教学方法
发展：Tina 的叛逆引发Mary 反思
高潮：宣布“无规则创作”项目
回落：学生从犹豫到积极参与
结局：集体作品完成，Mary 获得启示
原文衔接点：
开头段需衔接“学生开始创作”的情境，可提及Tina、Akila 等具体反应。
第二段需衔接“Mary 观察作品”，并呼应前文“doubt”“creativity”等关键词。
伏笔与冲突：
伏笔：Tina 的叛逆、Akila 的无兴趣、Mary 的自我怀疑
冲突：规则与创造力的矛盾、学生之间的模仿与个性表达
隐含线索：Mary 对教育意义的探索
解决方案：通过自由创作激发学生热情，实现教师与学生的共同成长
二、原文分析表格
分析角度
内容
原文反应句
人物刻画
Mary：反思型教师；Tina：
创造性且叛逆；Akila：冷
漠但可转变
“Akila yawned, clearly
disinterested”；“Tina’s eyes
sparkled with a touch of rebellion”
情感层次
从压抑（规则约束）到释放
（自由创作）
“doubt crept into Mary’s mind”；“a
renewed sense of purpose”
关键情节点
Tina 的提问引发Mary 反
思；宣布“Our Dream
“Why do we always have to draw
like everyone else?”；“announced a
分析角度
内容
原文反应句
World”项目
new project”
语言特色
多用比喻和心理描写，语言
生动
“a window into a world where
imagination ruled”
关键词分析
creativity, imagination,
freedom, collective
“creativity no longer
restricted”；“collective artwork”
心理描写
Mary 的自我怀疑与转变
“Was she killing that very
creativity?”
动作描写
学生打哈欠、聚集、嘲笑、
抓蜡笔
“Akila yawned”；“eagerly grabbed
her crayons”
环境描写
课堂氛围从压抑到自由
“some concentrated, others
uncertain”
隐含主题
教育应平衡规则与创造力，
尊重个性
“Had the joy of creativity been
overshadowed by the pressure to fit
in?”
情感转折
从失望到希望
“doubt crept” → “renewed sense of
purpose”
空间转换
从个体绘画到集体合作场景
“gathered around Tina” → “create a
collective artwork”
时间过渡
课后对话→第二天早晨
“After class” → “The next morning”
三、 动作、心理、环境描写
动作描写
Her hand flew across the paper, leaving a trail of vibrant colors.
（她的手在纸上飞快地移动，留下一道鲜艳的色彩。）
He hesitantly dipped his brush into the paint, then added a bold stroke.
（他犹豫地把笔刷蘸进颜料，然后画下大胆的一笔。）
A wave of excitement rippled through the classroom as ideas were shared.
（当想法被分享时，一阵兴奋的浪潮在教室里荡漾开来。）
She leaned in closer, her eyebrows furrowed in concentration.
（她身体靠得更近，眉头紧锁，全神贯注。）
Colors blended and swirled on the canvas, creating unexpected harmony.
（颜色在画布上混合、旋转，创造出意想不到的和谐。）
A shy smile crept onto his face as he glanced at his neighbor's work.
（当他瞥见同桌的作品时，一丝羞涩的微笑爬上了他的脸庞。）
They huddled together, pointing and discussing each other's contributions.
（他们挤在一起，指着并讨论彼此的创作。）
She eagerly reached for the glitter, sprinkling it over her section.
（她急切地伸手去拿闪粉，把它洒在自己的部分上。）
The initial silence was broken by the soft scratching of pencils.
（最初的寂静被铅笔轻柔的沙沙声打破了。）
He stepped back to admire his work, a proud gleam in his eyes.
（他后退一步欣赏自己的作品，眼中闪烁着自豪的光芒。）
心理描写
A sense of liberation washed over her, replacing all her previous doubts.
（一种解放感席卷了她，取代了她之前所有的疑虑。）
He felt a flicker of curiosity, overpowering his initial skepticism.
（他感到一丝好奇，压倒了他最初的怀疑。）
Her mind raced with endless possibilities that this freedom offered.
（她的思绪飞速运转，思考着这种自由带来的无限可能性。）
A warm glow of pride swelled in his chest as he looked at their collective work.
（当他看着他们的集体作品时，一股自豪的暖流在他胸中涌动。）
She was torn between the safety of rules and the thrill of imagination.
（她在规则的安全感和想象的刺激之间挣扎。）
All his reluctance melted away, replaced by genuine interest.
（他所有的不情愿都消散了，被真正的兴趣所取代。）
Anxiety gave way to pure, unadulterated joy in the creative process.
（在创作过程中，焦虑让位于纯粹、纯粹的快乐。）
She marveled at the unique perspective each child brought to the project.
（她对每个孩子为这个项目带来的独特视角感到惊叹。）
He secretly hoped his idea would be accepted by the others.
（他暗自希望他的想法能被其他人接受。）
A profound realization dawned on Mary about the essence of education.
（一个关于教育本质的深刻领悟在玛丽心中浮现。）
环境描写
The afternoon sun streamed through the windows, illuminating the bustling
classroom.
（午后的阳光透过窗户照射进来，照亮了熙熙攘攘的教室。）
The air hummed with creative energy and soft chatter.
（空气中充满了创造力的能量和轻柔的交谈声。）
A kaleidoscope of colors covered every inch of the large paper.
（万花筒般的色彩覆盖了大纸的每一寸。）
The once tidy desks were now joyously cluttered with art supplies.
（曾经整洁的课桌现在欢乐地堆满了美术用品。）
The room, usually filled with quiet instruction, was now alive with noise and
movement.
（这个通常充满安静指令的房间，现在充满了噪音和活动，生机勃勃。）
The large sheet of paper became a vibrant tapestry of their collective
imagination.
（那张大纸变成了一幅他们集体想象的充满活力的挂毯。）
The scent of fresh crayons and paint filled the air.
（空气中充满了新蜡笔和颜料的气味。）
The final artwork stood as a powerful testament to their collaboration.
（最终的艺术品是他们合作的有力证明。）
The classroom had transformed into a studio of uninhibited creativity.
（教室已经变成了一个不受约束的创意工作室。）
A comfortable silence fell upon the room as they worked intently.
（当他们专心工作时，一种舒适的寂静笼罩了房间。）
常见单词高级替换词
1. 表达“高兴/快乐” (Happiness/Joy):
常见词: happy, glad 高级替换: elated (兴高采烈的), jubilant (欢呼的), content (满
足的), exhilarated (兴奋的), blissful (极乐的)场景: 用于描述学生获得创作自由、
作品被认可或完成作品后的心情。
2. 表达“思考/想” (Think):
常见词: think, consider 高级替换: ponder (深思), contemplate (沉思), reflect
on (反思), mull over (仔细考虑), deliberate (慎重考虑)场景: 主要用于描写Mary
老师的心理活动和反思过程。
3. 表达“看” (Look/See):
常见词: look, see, watch 高级替换: observe (观察), survey (审视), gaze at (凝
视), scan (扫视), scrutinize (仔细检查)场景: 描写Mary 观察学生以及最后审视集
体作品的行为。
4. 表达“画” (Draw/Paint):
常见词: draw, paint 高级替换: sketch (素描), illustrate (插图), depict (描
绘), doodle (涂鸦), render (艺术渲染)场景: 具体描述学生们的创作行为，使语言
更丰富。
5. 表达“重要” (Important):
常见词: important 高级替换: crucial (至关重要的), pivotal (关键性的), paramoun
t (最重要的), vital (必不可少的), significant (意义重大的)场景: 用于升华主题，
强调创造力、个性表达或Mary 的领悟的重要性。
四、 语言点解析与积累
常见地道搭配与词法解析
Crept into one‘s mind: (Doubt/Thought) crept into one‘s mind. （疑虑/想法）悄然
涌上某人心头。形象地描述了想法的不知不觉出现。
A sense of purpose: A renewed sense of purpose. 一种（焕然一新的）目标感。
renewed 是绝佳修饰词。
With abandon: She began to draw with abandon. 她开始肆意地/无拘无束地画
画。这个短语完美传达了彻底的自由和放纵。
Sporting (sth): A sun sporting sunglasses. 一个戴着太阳镜的太阳。sport 在这里
比wearing 更生动、俏皮。
A window into: They were a window into a world... 它们是窥探...的一扇窗。比喻
用法，非常形象。
Met with: Had been met with ridicule. 遭到了嘲笑。met with 表示“遭遇、受
到”，比received 更正式。
Skeptical of: Akila leaned back, skeptical of... Akila 向后靠着，对...表示怀疑。固
定搭配，表示怀疑的态度。
2. 可积累语料（生词短语）
Disinterested (adj.)
词意: 不感兴趣的；冷漠的；无私的（注意与uninterested 的区别，但现代英语
中常混用表示“不感兴趣”）
近义词: uninterested, indifferent, unconcerned
反义词: interested, curious, enthusiastic
例句:
Akila yawned, clearly disinterested.
A judge must be disinterested in the case.
Ridicule (n./v.)
词意: (n.) 嘲笑；奚落；(v.) 嘲笑
近义词 (n.): mockery, derision, scorn
近义词 (v.): mock, deride, scoff at
反义词 (n.): praise, admiration, respect
o
例句:
Tina‘s drawing had been met with ridicule.
It‘s cruel to ridicule someone for their appearance.
Rebellion (n.)
词意: 叛逆；反抗；叛乱
近义词: defiance, resistance, insubordination
反义词: obedience, submission, conformity
相关词: rebellious (adj.)
例句:
Tina‘s eyes sparkled with a touch of rebellion.
The teenager‘s rebellion was a phase of seeking independence.
Collective (adj.)
词意: 集体的；共同的
近义词: joint, combined, cooperative, shared
反义词: individual, separate, personal
例句:
They would create a collective artwork.
The success was a collective effort.
Skeptical (adj.) (英式英语常作：Sceptical)
词意: 怀疑的
近义词: doubtful, dubious, distrustful, unconvinced
反义词: convinced, certain, sure, trusting
搭配: be skeptical of/about sth
例句:
Akila was skeptical of the new exercise.
Many scientists remain skeptical about the claims.
With abandon (Phrase)
词意: 放纵地；恣意地；无拘无束地
近义词: unrestrainedly, wildly, freely
反义词: cautiously, restrainedly, carefully
例句:
Tina began to draw with abandon.
They danced with abandon at the festival.
Creep into (Phrasal Verb)
词意: （不快的感觉或想法）悄然产生，慢慢潜入
近义词: sneak into, slip into, infiltrate
例句:
Doubt crept into Mary‘s mind.
A feeling of tiredness crept into my bones.
Survey (v.)
词意: 审视；观察；调查；测量
近义词: examine, inspect, observe, scan, view
例句:
Mary stood back and surveyed the creation.
From the top of the hill, we can survey the whole town.
五、 Possible Versions(4)
Version 1
Paragraph 1: As the students worked, Mary observed them with curiosity. At
first, she noticed Akila still leaning back in her chair, arms folded, her eyes
wandering(独立主格) as if the task held little meaning. Yet, as Tina’s crayons danced
freely across the paper(无灵主语句), sketching
bold, imaginative shapes
(现在分词短语做伴随动作),
something shifted(独立主格). Maya leaned closer to add her colorful stars, Michael
followed with winding rivers, and gradually, laughter and chatter filled the room(独
立主格). Mary’s gaze fell back on Akila, whose fingers tapped nervously on the desk.
To Mary’s delight, Akila finally reached for her pencil, her hesitation giving way to
cautious strokes(独立主格). Watching
the transformation unfold before her
(现在分词短语做伴随
动作), Mary realized the energy in the room was no longer about following rules, but
about exploring possibilities.
Paragraph 2: Mary stood back and surveyed the creation. Before her
stretched a vivid world(完全倒装句)alive with candy-colored trees, suns with sunglasses,
rivers flowing uphill, and skies filled with swirling patterns(adj 短语做补语). The once
scattered voices of the class now blended into excitement and pride, each child
pointing out their contribution(独立主格，像极了毕业时我们一起在条幅上签字的样子). In that moment, Mary
felt a warmth rise in her chest. What she had once feared—losing control—had
turned into a discovery: true teaching was not dictating but guiding. She smiled as
she remembered Tina’s words, “Why do we always have to draw like everyone else?”
The artwork stood as proof(熟悉吗，24 年的高考真题) that every child’s voice mattered. Mary
silently vowed to nurture that spark of imagination, knowing(现在分词短语做伴随动作) this
lesson would stay with her far longer than any structured drawing.
Version 2
Paragraph 1: As the students worked, Mary observed them with curiosity.
Her eyes swept across the classroom, noting
the sharp contrast between eager
creativity and hesitant uncertainty(现在分词短语做伴随动作). Tina was already humming as she
sketched, her crayons gliding across the page with daring strokes. Maya bent
closer, adding
bursts of color
(现在分词短语做伴随动作), while Michael grinned as he shaped a
mountain of chocolate. Yet, Mary’s attention rested on Akila. The girl’s skeptical
expression softened as curiosity won over doubt(无灵主语句). Bit by bit, she leaned
forward, her pencil moving cautiously at first, then faster(独立主格), sketching
clouds(现在分词短语做伴随动作) that melted into waves. Mary felt a quiet thrill—perhaps
imagination had a way of breaking down even the strongest walls of indifference.
Paragraph 2: Mary stood back and surveyed the creation. The big sheet
paper now resembled a tapestry woven
with a dozen imaginations
(过去分词短语做后置定语)—
each piece unique(独立主格), yet harmoniously connected. Students who had once
been silent were now exchanging ideas, their voices rising with energy(独立主格刻画状态).
Mary clasped her hands, astonished
at the beauty of the chaos
(过去分词短语做后置补语). She
thought of the rigid instruction she had once given and realized how limiting it had
been. Here, in this dream world, every child had claimed a voice, even Akila,
whose wide smile now betrayed her earlier boredom(衔接原文). A profound sense of
relief and pride washed over Mary, as she understood that teaching was not
about suppressing differences but celebrating them.
Version 3
Paragraph 1: As the students worked, Mary observed them with curiosity.
Instead of directing, she chose to simply watch. Tina’s enthusiasm lit up the
classroom, her laughter drawing others closer(独立主格). Soon Maya added spirals of
dazzling colors, and Michael traced lines of mountains crowned
with candy
(过去分词做
后置定语). For a moment, Akila kept her distance(衔接 原文), twirling
her pencil
absentmindedly(现在分词短语做伴随动作). But the sight of her classmates’ wild creativity
seemed to spark something inside her. With a deep breath, she bent down and
began sketching quietly—her lines forming galaxies(独立主格) where stars floated
alongside ice cream cones. Mary’s heart leaped; the very student who had resisted
the most was now contributing to a world born
purely of imagination
(过去分词做后置定语).
Paragraph 2: Mary stood back and surveyed the creation. What lay before her
was more than a drawing—it was a symphony of unrestrained ideas, bursting
with
color
, character
and
imagination
(现在分词短语做后自动与). Students pointed at each other’s
work, their eyes glowing with pride, their voices overlapping in joy(独立主格刻画人物).
Mary pressed her lips together, fighting
back tears of recognition
(现在分词短语做后置定语).
The “Dream World” was not just their project—it was her revelation. She recalled
Tina’s daring question, and now she had the answer: children should never be
chained by sameness. Their world should be a canvas for courage and imagination.
Smiling(现在分词短语做伴随动作), Mary resolved to protect this fragile flame of creativity in
every future lesson.
倒装句：“What lay before her was more than a drawing…”
非谓语：“…her fingers tapping nervously on the desk”
强调句：“It was Akila who finally leaned forward to draw.”
地道搭配与替换
observe with curiosity → watch with interest / gaze attentively
cautious strokes → tentative lines / hesitant marks
burst into laughter → break into giggles / laugh out loud
pride washed over sb. → be filled with pride / a sense of pride overwhelmed
sb.
情绪描写亮点
her eyes sparkled with excitement → her eyes lit up with delight
skeptical expression softened → doubt melted away
pride washed over her → relief flooded her heart
动作描写亮点
grabbed her crayons eagerly → snatched her crayons with delight
leaned back, arms folded → slouched in her chair
tapped nervously → drummed her fingers lightly
读后续写积累语料
delightful chaos → creative mess / joyful disorder
harmony of voices → chorus of laughter / blend of excitement
nurture imagination → foster creativity / cultivate originality
例句：
The classroom echoed with a chorus of laughter, lifting the heavy air.
She clasped her hands, overwhelmed by a sense of pride.
Imagination, once restrained, now bloomed like a wildflower.
Instead of resisting, he surrendered to the joyful disorder around him.
官方：One Possible Version:
As the students worked, Mary observed them with curiosity. She noticed how
Akila, initially
disinterested
(过去分词做主语补语), had quietly chosen vibrant colors and was
now blending them together to create a swirling sky filled with
fantastical
creatures(过去分词短语做后置定语) 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(衔接原文Tina
的人物特点). Mary felt a wave of relief wash over her. The room was alive with chatter
and laughter(环境描写), 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(独立主格) in the warmth of shared creativity.
Mary stood back and surveyed the creation. The enormous canvas had
transformed into a magnificent portrayal of each student’s imagination(陈诉描写),
forming
a breathtaking landscape
(现在分词短语做伴随动作) 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
(过去分词短语做原因状语) Mary decided to host an exhibition
of their dream world, inviting
parents and other classes to
admire the beauty of
imagination(现在分词短语做伴随动作) unleashed
in her classroom
(过去分词短语做后置定语).
