7+7續寫模式在2022年新高考全國Ⅰ卷讀后續寫中的運用

張可璇

讀后續寫提供一段350詞以內的語言材料，要求考生根據該材料內容及所給段落開頭語（opening sentences）進行續寫，分兩段將其發展成為一篇與所給材料有邏輯、情節和結構完整的短文，詞數150左右。該題涉及四個方面的考查：

（1）閱讀能力：理解原文的主旨內容、情節發展、邏輯關系、語言特點等;

（2）寫作能力：包括內容產出、語言運用及篇章結構;

（3）思維能力：根據原文進行續寫時體現出創造性;

（4）學習能力：學習原文作者的語言特點和寫作方式。

一、7+7句續寫模式

所謂的7+7句續寫模式就是續寫的兩段內容每段使用7個句子，把情節安排細化到每一句中，每句內容分別涉及心理描寫、對話描寫、神態描寫、動作描寫、環境描寫、沖突轉折等，使續寫內容行文連貫，緊扣主題。本文以2022年新高考全國Ⅰ卷讀后續寫題為例，探討7+7句寫作模式，力求讓考生在該題型上有所突破。

二、7+7句續寫模式的運用

下面以2022年新高考全國Ⅰ卷讀后續寫題為例，具體說明如何運用7+7句續寫模式。

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 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 -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. 續寫詞數應為150左右;

2. 請按如下格式在答題卡的相應位置作答。

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.

文本內容分析

— 主要人物：David 與“我”

— 故事背景：“我”是學校的一個特殊教育老師，大衛是個患有腦部疾病的10歲孩子，但他的同學把他當作普通人對待。雖然大衛無法像其他孩子一樣走路或跑步，他仍盡其所能參加越野賽隊并堅持訓練。

— 故事發生：大衛特殊的走路和跑步的姿勢可能會引起不熟悉他的人的嘲笑，會傷害到他，所以教練讓他自己決定是否參加這次越野賽。

— 問題沖突：

（1）最終David參加比賽了嗎？是什么讓他改變了主意？

（2）比賽過程中，其他學校的孩子嘲笑David了嗎？為什么有或沒有嘲笑他？

Para 1： We sat down next to each other， but David wouldnt look at me.

（1）What and how did I say to David then， making him determined to run？

（2）How was David feeling then？

Para 2： I watched as David moved up to the starting line with the other runners.

（1）How did David perform in the race？

（2）What was Davids / the other kids response to his performance？

作答示例：

We sat down next to each other， but David wouldnt look at me. He lowered his head， obviously being sucked into the fear and anxiety. I said in a soft voice，“You have worked so hard for this event. Why not give it a try？”“ Im afraid of being laughing at.”murmured David， with glum looks on his face. It seemed as if he were in a dilemma. Gently patting his shoulder， I encouraged him，“Just do what you want to do， David.”After a temporary hesitation， David nodded in agreement and his eyes were filled with determination. Then David rose and headed towards the starting line.

I watched as David moved up to the starting line with the other runners. With a blast of the gun， David clenched his teeth and began to run. All the participants kept their best to run and David was no exception. However， David kept long distance behind other competitors. He even fell down for two times， but he didnt give up. He struggled to rise to his feet and kept running. When approaching the finish line， he burst into a big toothy smile and waved to me with excitement， crying“ I made it！ I made it！”All the kids including those from other schools erupted into a big applause， cheering for his persistence.

責任編輯 蔣小青