2024屆高考英語復(fù)習(xí)：2022年全國新高考Ⅰ卷讀后續(xù)寫真題-David的賽跑課件

讀后續(xù)寫David的賽跑講義閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

2022年全國新高考Ⅰ卷

It

was

the

day

of

the

big

cross-country

run.

Students

from

seven

different

primary

schools

in

and

around

the

small

town

were

warming

up

and

walking

the

route

(路線)

through

thick

evergreen

forest.

I

looked

around

and

finally

spotted

David,

who

was

standing

by

himself

off

to

the

side

by

a

fence.

He

was

small

for

ten

years

old.

His

usual

big

toothy

smile

was

absent

today.

I

walked

over

and

asked

him

why

he

wasn't

with

the

other

children.

He

hesitated

and

then

said

he

had

decided

not

to

run.

What

was

wrong?

He

had

worked

so

hard

for

this

event!

I

quickly

searched

the

crowd

for

the

school's

coach

and

asked

him

what

had

happened.

“I

was

afraid

that

kids

from

other

schools

would

laugh

at

him,”

he

explained

uncomfortably.

“I

gave

him

the

choice

to

run

or

not,

and

let

him

decide.”I

bit

back

my

frustration

(懊惱).

I

knew

the

coach

meant

well—he

thought

he

was

doing

the

right

thing.

After

making

sure

that

David

could

run

if

he

wanted,

I

turned

to

find

him

coming

towards

me,

his

small

body

rocking

from

side

to

side

as

he

swung

his

feet

forward.

David

had

a

brain

disease

which

prevented

him

from

walking

or

running

like

other

children,

but

at

school

his

classmates

thought

of

him

as

a

regular

kid.

He

always

participated

to

the

best

of

his

ability

in

whatever

they

were

doing.

That

was

why

none

of

the

children

thought

it

unusual

that

David

had

decided

to

join

the

cross-country

team.

It

just

took

him

longer—that's

all.

David

had

not

missed

a

single

practice,

and

although

he

always

finished

his

run

long

after

the

other

children,

he

did

always

finish.

As

a

special

education

teacher

at

the

school,

I

was

familiar

with

the

challenges

David

faced

and

was

proud

of

his

strong

determination.注意：

1、續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式作答。We

sat

down

next

to

each

other,

but

David

wouldn't

look

at

me.

________I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.________本文講述戰(zhàn)勝自我的故事。文章中的David是一名小學(xué)生，他患有腦部疾病，無法以正常的姿態(tài)走路和跑步，因為害怕被其他學(xué)校

的學(xué)生嘲笑而在越野比賽前臨陣退縮了。作為該學(xué)校的一名特殊教育老師，在得知David的情況后，作者感到很懊惱，因為David從未缺席過越野比賽的訓(xùn)練，也從未中途放棄過，是個身殘志堅之人。故事背景一般包括時間、地點、天氣和環(huán)境等，這些背景信息有助于我們更好地了解事件的經(jīng)過和發(fā)展，而隨著故事的展開，我們開始掌握了文章的情節(jié)設(shè)定。故事的沖突在于雖然身患?xì)埣玻恢币詠矶家庵緢远ǖ腄avid卻在越野比賽前臨陣退縮了，原因是David特殊的走路和跑步姿勢可能會引起不熟悉他的人對他的嘲笑，

他怕受到傷害。了解了故事沖突和問題所在可以幫助我們更好地進(jìn)行續(xù)寫：通過解決問題，化解沖突，可以使續(xù)寫情節(jié)自然流暢，與原文的融合度更高。二、搭建寫作支架，通過“點→線→面”的方式構(gòu)思文章結(jié)構(gòu)。為了構(gòu)建一個寫作框架，我們可以關(guān)注兩條主線：情節(jié)線(明線)和情感線(明線—暗線)。情節(jié)線屬于明線，可以從文本中獲得這些信息。情感線則是由明到暗，對故事情節(jié)的發(fā)展需要進(jìn)行合理的推測。接下來我們需要搭建內(nèi)容和語言框架，在內(nèi)容動態(tài)變化中、豐富語境中使內(nèi)容表達(dá)與語言使用同步發(fā)生；最后從兩個段首句開始寫作，并有層次地設(shè)置問題，挖掘出文本的內(nèi)涵。具體分析詳見下圖：三、點評高分范文，點撥關(guān)鍵技巧。

We

sat

down

next

to

each

other,

but

David

wouldn't

look

at

me.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Frustrated,

he

struggled

to

tell

me

his

decision,

“I

will

not

run.”

While

rubbing

his

head

to

offer

a

touch

of

comfort,

I

said,

“David,

some

unfair

prejudice

may

come

from

some

people.

But

there

are

definitely

others

who

will

hold

a

different

opinion.

They

will

be

proud

of

you.”

After

keeping

silent

for

a

moment,

David

eventually

gave

a

nod

of

understanding.

Then,

wearing

his

usual

toothy

smile,

he

participated

in

the

match.

I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.本篇習(xí)作情節(jié)設(shè)計合理且有創(chuàng)新，語言表達(dá)準(zhǔn)確且豐富，內(nèi)容描述生動具體，語句銜接連貫順暢，思想主題明確且得到了升華。續(xù)寫部分把握了以下幾個關(guān)鍵點：

As

the

gunshot

rang

out,

all

the

players,

except

David,

dashed

forward.

David

swung

his

feet

forward

slowly

with

his

small

body

rocking

side

to

side,

but

nobody

laughed

at

him.

They

seemingly

understood

how

tough

it

was

for

David

to

run

and

how

determined

he

was

to

accomplish

the

run.

With

the

strong

will,

David

eventually

made

it!

Only

then

did

I

fully

realize

that

it

was

strong

determination

that

could

conquer

whatever

diffi

culty1.準(zhǔn)確把握角色特征：文中

David

是個十歲左右的小學(xué)生，

“我”是他的老師。在言行舉止上，本篇習(xí)作都符合各自的人設(shè)，如老師對學(xué)生的教導(dǎo)，展現(xiàn)了真實的人物特征。

2.正確掌控情節(jié)方向：根據(jù)