2022年新高考英语全国Ⅰ卷读后续写解析

肖莉英 蒋紫颖 黎子菡

读后续写是全国高考英语I卷最后一个大题。这种写作形式，是建立在王初明教授提出的“以读促写”概念基础上，将阅读和写作进行结合的一种考查综合写作能力的题型。这种题型，提供一段350词以内的语篇，多以记叙文或夹叙夹议文章为主。考生需要依据材料内容和所给段落的开头语进行续写。提供两个段落的开头句，学生续写两段，共150词左右。总而言之，这个题型对学生的能力要求有两方面：其一、准确地读懂故事;其二、高质地续写故事。

2022年全国高考英语I 卷的读后续写试题如下：

第二节（满分25分）

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

注意：

1. 續写词数应为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.

一、故事提炼

试题语篇文字浅显，故事情节比较简单。

患脑疾的10岁男童David 身残志坚，积极参加学校各项活动，而且尽力而为，同学们对他的病情和状况习以为常，从不另眼相看。David 报名参加七所学校联合举办环乡村长跑比赛，而且坚持训练。尽管每次都落后于人，但能完成比赛。

然而，就在比赛起跑前， 教练担心来自别的学校的学生嘲笑他，让他自己选择是否参赛。David决定放弃比赛。身为特殊教育专业老师的“我”，了解情况后，与David 坐下来促膝谈心。

我们可用框架图来梳理故事如图1所示。

二、解析续写

根据提炼的故事框架可以看出，续写的故事主题最后落到这个点：David 勇敢做自己，世界善良而美好。

根据续写第一段提供的开头句，“我”与David 促膝谈心这个情节，推断出本段写作重点：

1. David 解释自己的顾虑：怕被来自别的学校的陌生同学嘲笑;

2.“我”对David 的鼓励：不要在乎别人的看法，勇敢做自己，完赛就是胜利;

3. David在“我”的鼓励下态度的转变：决定放弃顾虑，勇敢参赛。

根据续写第二段提供的开头句，“我”望着David 与其他选手一同站在起跑线上，可以推断本段要续写David 比赛的过程和结果。写作重点：

1. David 比赛过程中奋勇拼搏的样子：可能跌倒、必定落后等等;

2. David 落后时，观众们（同学、家长、陌生人）给予的关注、鼓励;

3. David 完赛后的快乐和对“我”的感恩之言。

三、挖掘意图

考试是一种评价手段，也是教育的一个部分。因此，高考也必须具有立德树人的育人功能。这道读后续写题，虽然故事浅显，但是蕴意深长。由上述续写解析可以看出：

1. 身残志坚，做最好的自己——即使天生有缺陷，也是最棒的你;

2. 不畏困難，勇于挑战自我——百折不饶的拼搏精神，是有力的证明;

3. 春风化雨，老师循循善诱——老师的帮助与鼓励，改变学生的生命;

4. 理解尊重，世界充满善良——善良是理解、尊重、懂得为别人喝彩。

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：本文系广东省省级课题“思维品质视域下高中读后续写教学行动研究”的阶段性成果）

责任编辑 蒋小青