2022年新高考I卷都后續(xù)寫說題課件

2022年新高考全國I卷讀后續(xù)寫目錄Contents命題立意及考點分析解題過程-題目突破點常見錯誤及對策123核心素養(yǎng)45高考展望PART

01.命題立意及考點分析Entertherelevantcontentyouneedhere.thankyoufordownloadingourppttemplatefile.內(nèi)容貼近學生生活，故事性強，培養(yǎng)學生的分析材料，深度解讀材料的能力，邏輯能力，和語言駕馭能力和應(yīng)用能力通過語言理解和表達的過程內(nèi)化為思維鍛煉、學習積累、應(yīng)用創(chuàng)新的過程，也是語言學習的任務(wù)，側(cè)重于思維的創(chuàng)新，觸動學生的寫作欲望，創(chuàng)新新穎、豐富、合理的內(nèi)容。體現(xiàn)了高考的創(chuàng)新性。

引導(dǎo)學生具備良好的的品質(zhì)，學習堅韌樂觀的生活態(tài)度，符合社會主義核心價值觀，傳播正能量，彰顯試題育人的導(dǎo)向作用。深化高考考試改革，逐漸摒棄語言測試中過多的人為設(shè)置語言障礙，將語言測試回歸本源，達到真正能體現(xiàn)語言能力的測試目的與宗旨。體現(xiàn)語言的基礎(chǔ)性。命題立意-深化高考考試改革，回歸語言本源PART

ONE新課標全國I卷讀后續(xù)寫真題題干中，要求和解析如下：第二節(jié)：滿分25分

閱讀下列材料，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。注意：1、續(xù)寫詞數(shù)應(yīng)為150左右；2、請按如下格式在答題卡的相應(yīng)位置作答。讀后續(xù)寫題型要求和分析提供一段350詞以內(nèi)的語言材料，多以記敘故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，故事線索的邏輯性比較強。考生需依據(jù)該材料內(nèi)容和所給段落開頭語進行續(xù)寫(150詞左右)，將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。占高考全卷分數(shù)的六分之一，課件讀后續(xù)寫能力的提升十分關(guān)鍵。強調(diào)原文和段首語的提示作用不可再進一步分段強調(diào)故事的完整性

考點分析卷別寫作任務(wù)2020年新高考文章以助人為樂為線索展開。在經(jīng)濟衰退時期，Meredith女士和她的孩子們對Bernard一家伸出援手。孩子們制作爆米花，Bernard銷售，最終他們成功幫助Bernard一家走出困境。2021年新高考文章以母親節(jié)為線索展開。文章講述的雙胞胎Jenna和Jeff為了給母親做一份美味的早餐，自己動手做飯.但不幸的是他們連連失敗，后來在父親的幫助下獲得成功.2022年新高考文章以賽跑為線索展開。文章講述了主人公David因腦疾導(dǎo)致行動不便，教練擔心他被嘲笑而讓他自己選擇是否繼續(xù)參加越野賽跑，在作者的鼓勵下David重新站在起跑線上010203三篇文章均為樂于助人、團結(jié)友愛等宣傳正能量的話題。文本選材緊貼考生生活，主題思想明確，內(nèi)容積極向上，語言難度適中，充分體現(xiàn)“以續(xù)促寫、以續(xù)促學”的命題特點三篇文章以生動地道的語言給考生提供語言輸入，以人物的情感變化培養(yǎng)考生的文化意識；以構(gòu)思后續(xù)情節(jié)，考查考生的思維品質(zhì)；以結(jié)構(gòu)完整、情節(jié)融洽為續(xù)寫標準，檢查考生的學習能力和語言水平，發(fā)揮了考試的積極導(dǎo)向作用和評價功能。PART

TWO讀后續(xù)寫試題考查英語綜合運用能力，包括理解文章內(nèi)容、結(jié)構(gòu)和上下文邏輯關(guān)系，合理發(fā)揮想象力創(chuàng)造新內(nèi)容，運用豐富的詞匯和語法結(jié)構(gòu)進行準確、連貫的表達等。新高考試卷寫作局部的讀后續(xù)寫材料內(nèi)容貼近日常生活，情節(jié)簡單清楚，語言通俗易懂，學生不僅能夠讀得懂，還能產(chǎn)生共鳴與聯(lián)想，從而寫出恰當?shù)睦m(xù)寫語篇。PART

02.解題過程-題目突破點.PART

ONE原文呈現(xiàn)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。

①Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.

②IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.

③Whatwaswrong?Hehadworkedsohardforthisevent!

④Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”原文

⑤Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.

⑥D(zhuǎn)avidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.原文注意：1.

續(xù)寫詞數(shù)應(yīng)為150左右;2.

請按如下格式在答題卡的相應(yīng)位置作答.Wesatdownnexttoeachother,butDavidwouldn’tlookatme.________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.________________________________________________________________________________________________________________________________________________________________________________________本文以賽跑為線索展開。作者是一名特殊教育教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨自站在一旁。作者問其原因，他說準備放棄比賽。從教練口中得知，因為擔心同學們會嘲笑大衛(wèi)，所以教練想讓大衛(wèi)自己去決定是否參加賽跑。作者讓大衛(wèi)追尋自己的內(nèi)心，不理會別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己，這已經(jīng)無關(guān)名次，而是他的勇敢和堅定讓這一切成為可能。文章概要原文出處∶ChickenSoupfortheCanadianSoul【2012】David'sRunPART

TWO思

路

點

撥在閱讀文章時，學生可從以下五個方面對原文進行分析：1、故事場景2、人物及性格3、故事情節(jié)4、人物關(guān)系5、預(yù)測情節(jié)走向?David,

teacher,

?Thebigcross-countryrun.?Davidwantedtogiveuptheevent.?Davidwasafraidthatkidsfromotherschoolswouldlaughathim.1故事場景SETTINGSwhowherewhatwhy/howMe特殊教育老師人物maincharactersschool’scoach教練David患有腦部疾病students其他同學2

性格Personality

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”timiddiffidentdifferentfromothersoptimistichard-workingIbitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindisease

whichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.disablewarm-heartedPlot故事情節(jié)Cross-countryRun越野跑FeelingsafamilyinneedDaviddecidednottorun-決定不跑Bernard,son, wantstoearnmoneySchool’scoachlethimdecide-學校教練讓他決定Specialeducationteacher-特殊教育老師3為什么不跑？會怎么做？點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容原文←

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.

Hehesitatedandthensaidhehaddecidednottorun.

Whatwaswrong?Hehadworkedsohardforthisevent!

Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.

David

hadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.

Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Iproundofhisstrongdeterminationwishtohelphim

人物關(guān)系Relationship4Davidaspecialeducationteacherwhocanbetrusted5預(yù)測情節(jié)走向Prediction注意：1.

續(xù)寫詞數(shù)應(yīng)為150左右;2.

請按如下格式在答題卡的相應(yīng)位置作答.Wesatdownnexttoeachother,butDavidwouldn’tlookatme.________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.________________________________________________________________________________________________________________________________________________________________________________________結(jié)合原文：作者是一名特殊教育老師，非常熟悉David面臨的挑戰(zhàn)并且為之自豪續(xù)寫構(gòu)思：David和作者并排坐著，他并沒有看作者。結(jié)合他是一個腦疾患者和準備要退賽，我們可以明顯感覺到David的情緒非常低落，自信心受到了打擊，所以這一段一定是鼓勵他；續(xù)寫第二段開頭寫到他起身走向起跑線，說明他又決定參賽，也就意味著第一段著重描寫作者鼓勵David的過程即可。David自信心受挫→垂頭喪氣→作者鼓勵→David決定參賽點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容點擊輸入文本內(nèi)容原文注意：1.

續(xù)寫詞數(shù)應(yīng)為150左右;2.

請按如下格式在答題卡的相應(yīng)位置作答.Wesatdownnexttoeachother,butDavidwouldn’tlookatme.________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.________________________________________________________________________________________________________________________________________________________________________________________續(xù)寫構(gòu)思：作者看到David起身走向起跑線，說明David準備參賽。作為腦疾患者，David肯定在比賽過程中有困難、有掙扎，所行以可以對這個過程進行細節(jié)描寫，比如比賽開始后，盡管他很快落后一大截，但還是汗流浹背地堅持，作者一直跟著他，給他加油助威，最后他筋疲力盡沖過終點線，歡呼聲震耳欲聾。比賽一開始David就落后很多→作者同學加油助威→沖過終點→觀眾為他歡呼。

David采納了我的建議，愿意參加比賽。比賽過程中David努力克服了自身的困難，同學們?yōu)樗佑椭?。完成了比賽，主題升華：他戰(zhàn)勝了自己，無關(guān)名次，而是他的勇敢和堅定讓這一切成為可能。我鼓勵David,使他心理想法發(fā)生變化故事脈絡(luò)整理：PART

03