读后续写2022年6月全国1卷David's+run 讲义 高三英语二轮复习写作专项.docx

2022年新高考全国卷I读后续写原题：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。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 (路线) 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 wasnt 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 schools 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 (懊恼). 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 - thats 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.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。We sat down next to each other, but David wouldnt look at me. I watched as David moved up to the starting line with the other runners. 第一段还有一个显著的写作特点值得关注：每一个环节双方动作有机地交织在一起，形成一一对应的态势，构建出一幅完整的师生谈心话轮图，这样的故事情节容易给改卷老师留下印象，改卷老师也能很快把分数送出去。第二段考生提到David回头望了老师，老师回予笑容鼓励他，这个情节的设计表明考生对这位特殊学生的心理揣摩到位，对其个性把握准确。关于对结局的设定，如果最后写David取得了前几名的话，肯定是不合理的，这会导致续写与原文的内容及思想的融合度不高。其实，原文的最后一段已经为续写第二段的走向奠定了基调。如：1）David had a brain disease .; 2) It just took him longer .; 3) he always finished his run long after the other children, he did always finish.David- looked back- headed for the line- showed up(sweating)- seemed to give out- crossed the line- smiled emerged- hurdled his fearI-cast him a smile-cheered for him-caught no sight of him-held my breath考生还利用其他选手跑步之快来反衬David的特殊情况，此外，考生还通过描写老师没有看到David的身影来说明他跑得有多么的慢。考生对时间的描写有两处，一处是 As  time wore on，另一处是After what seemed like centuries, 这都能显示David跑得实在太慢了。 这就是考生对情节设计的高明之处当情况糟糕到无以复加的地步时，也就是出现转机的时候了David只要跑完了全程就是好样的。值得推荐的表达：duck one's head 低下头；bite one's lip；cast sb an encouraging smile,朝某人微笑以示鼓励；hurdle one's fear 跨越（克服）恐惧；unremitting effort 不懈努力，sweat heavily 流大汗；as time wears / wore on 随着时间的流逝; All the runners shot out like arrows 所有的选手都犹如离玄之箭；Thunderous applause erupted from the kids with everyone hailing David 孩子们爆发出雷鸣般的掌声，大家都为大卫欢呼。读后续写，不管是什么类型的故事，在考场有限的时间范围内，要想写出高质量的佳作，关键要注重平时的操练和积累，尤其是故事情节的整合，掌握好“起承转合”非常重要，不偏离故事的正常轨道就成功一大半了。 一、起：阅读续写原文，了解故事基本情节。越野赛快到了，可是David却决定不参加比赛了，我找教练了解了情况之后，决定找他谈一下二、承转：分析段落首句，预设续写承转情节。（研究“矛盾点”、预设“触发点”）“尽管David身体残疾，他总是尽自己最大的能力参与运动，而且他没有错过任何一次训练，但现在他在教练的“放任”下，可能要放弃参加越野赛”这就是故事的“矛盾点”。解决这一矛盾的关键在于预设富有生活情趣的情节“我”突然出现坐在他旁边。我会跟David说些什么呢？David最终会不会参加比赛呢？如果参加，他的比赛会一帆风顺吗？他会坚持跑完全程吗？这些场景也是整个故事的高潮，必然成为故事承转环节的“触发点”，这里需要细腻的描写，特别是动作和心理活动描写，需要强烈的情感烘托。三、合：落实写作目的，传递积极向上精神。主题语境：人与自我/人与社会。从选择放弃比赛到最后的毅然决然，充分展现出了身残志坚的主人公的不屈不挠的精神。学科网（北京）股份有限公司