2022年新高考英語全國Ⅰ卷讀后續(xù)寫解析

肖莉英 蔣紫穎 黎子菡

讀后續(xù)寫是全國高考英語I卷最后一個(gè)大題。這種寫作形式，是建立在王初明教授提出的“以讀促寫”概念基礎(chǔ)上，將閱讀和寫作進(jìn)行結(jié)合的一種考查綜合寫作能力的題型。這種題型，提供一段350詞以內(nèi)的語篇，多以記敘文或夾敘夾議文章為主。考生需要依據(jù)材料內(nèi)容和所給段落的開頭語進(jìn)行續(xù)寫。提供兩個(gè)段落的開頭句，學(xué)生續(xù)寫兩段，共150詞左右。總而言之，這個(gè)題型對(duì)學(xué)生的能力要求有兩方面：其一、準(zhǔn)確地讀懂故事;其二、高質(zhì)地續(xù)寫故事。

2022年全國高考英語I 卷的讀后續(xù)寫試題如下：

第二節(jié)（滿分25分）

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。

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 David faced and was school， I was familiar with the challenges the challenges proud of his strong determination.

注意：

1. 續(xù)寫詞數(shù)應(yīng)為150左右;

2. 請(qǐng)按如下格式在答題卡的相應(yīng)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.

一、故事提煉

試題語篇文字淺顯，故事情節(jié)比較簡單。

患腦疾的10歲男童David 身殘志堅(jiān)，積極參加學(xué)校各項(xiàng)活動(dòng)，而且盡力而為，同學(xué)們對(duì)他的病情和狀況習(xí)以為常，從不另眼相看。David 報(bào)名參加七所學(xué)校聯(lián)合舉辦環(huán)鄉(xiāng)村長跑比賽，而且堅(jiān)持訓(xùn)練。盡管每次都落后于人，但能完成比賽。

然而，就在比賽起跑前， 教練擔(dān)心來自別的學(xué)校的學(xué)生嘲笑他，讓他自己選擇是否參賽。David決定放棄比賽。身為特殊教育專業(yè)老師的“我”，了解情況后，與David 坐下來促膝談心。

我們可用框架圖來梳理故事如圖1所示。

二、解析續(xù)寫

根據(jù)提煉的故事框架可以看出，續(xù)寫的故事主題最后落到這個(gè)點(diǎn)：David 勇敢做自己，世界善良而美好。

根據(jù)續(xù)寫第一段提供的開頭句，“我”與David 促膝談心這個(gè)情節(jié)，推斷出本段寫作重點(diǎn)：

1. David 解釋自己的顧慮：怕被來自別的學(xué)校的陌生同學(xué)嘲笑;

2.“我”對(duì)David 的鼓勵(lì)：不要在乎別人的看法，勇敢做自己，完賽就是勝利;

3. David在“我”的鼓勵(lì)下態(tài)度的轉(zhuǎn)變：決定放棄顧慮，勇敢參賽。

根據(jù)續(xù)寫第二段提供的開頭句，“我”望著David 與其他選手一同站在起跑線上，可以推斷本段要續(xù)寫David 比賽的過程和結(jié)果。寫作重點(diǎn)：

1. David 比賽過程中奮勇拼搏的樣子：可能跌倒、必定落后等等;

2. David 落后時(shí)，觀眾們（同學(xué)、家長、陌生人）給予的關(guān)注、鼓勵(lì);

3. David 完賽后的快樂和對(duì)“我”的感恩之言。

三、挖掘意圖

考試是一種評(píng)價(jià)手段，也是教育的一個(gè)部分。因此，高考也必須具有立德樹人的育人功能。這道讀后續(xù)寫題，雖然故事淺顯，但是蘊(yùn)意深長。由上述續(xù)寫解析可以看出：

1. 身殘志堅(jiān)，做最好的自己——即使天生有缺陷，也是最棒的你;

2. 不畏困難，勇于挑戰(zhàn)自我——百折不饒的拼搏精神，是有力的證明;

3. 春風(fēng)化雨，老師循循善誘——老師的幫助與鼓勵(lì)，改變學(xué)生的生命;

4. 理解尊重，世界充滿善良——善良是理解、尊重、懂得為別人喝彩。

四、下水作文

第一篇

We sat down next to each other， but David wouldnt look at me. His fingers twisted? nervously. I waited there for him to start speaking.“Do you think I am good enough to be in the competition， Miss？ Wont they laugh at me？”he said， pointing to the kids from other schools.“Everyone may face obstacles， and we all feel discouraged from time to time， but be confident because you have put in hard work. You are good enough to be at the line with your teammates.”I said gently， trying to encourage him. He thought about it for a while， stood up and said，“Thank you， Miss， I choose to participate and I will try my best！”

I watched as David moved up to the starting line with the other runners. The race gun sounded and the runners raced off to the forest. I sat in the audience， cheering loudly for him. David was much slower than the others. His way of running was quite different but no one laughed at him. On the contrary， the audience began to cheer for him. At the end of the race， he was， without doubt， the last to finish， but he received a warm applaud as he crossed the line. He happily ran towards me and shouted，“I did it！thank you Miss！”I was proud of him and me as well. We shouldnt overlook the power that we can give others.

第二篇

We sat down next to each other， but David wouldnt look at me. With his head silently buried， I could tell how frustrated and heart-broken this little boy was.“Actually， we were really confident about you， hoping you could join the other runners.”Hearing what I said， David looked up at me in surprise. A flash of hope sparkled his eyes.“But I am really afraid that the kids from other schools will laugh at me.”He seemed pretty worried.“Youve gone such a long way to be here. Dont let others opinions get in the way to your success. See， theyre all waiting for you.”I pointed to the starting line， where the team were shouting his name excitedly.

I watched as David moved up to the starting line with the other runners. The signal pistol going off， David rushed out but no doubt he was left behind just from the staring line. The unusual way of movement drew everyones attention. With all eyes fixed on him， his small body was gradually swallowed up by the thick forest. After twenty minutes， some runners started to rush out of the woods. Of course， David didnt make any miracle to be the first runners to come back. But we did see him after another 20 minutes. At a steady speed， he crossed the finishing line with everyones applaud and cheering. I embraced him， tears in my eye. This boy， whatever difficulties he would encounter， must have learned today that he was the master of his own life.

（注：本文系廣東省省級(jí)課題“思維品質(zhì)視域下高中讀后續(xù)寫教學(xué)行動(dòng)研究”的階段性成果）

責(zé)任編輯 蔣小青