2022年高考英语全国卷I读后续写

第二节 （满分 25 分） 阅览下面材料，根据其内容和所给期间最初语续写两段，使之构成一篇无缺的短文。

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 (道路) 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 wasn’t 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 school’s 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 — that’s 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.

留心：

1. 续写词数应为 150 支配；

2. 请按如下格局在答题卡的相应方位作答。

审题：

1.体裁：记叙文

2.记叙文六要素：

when：越野赛前

where：越野赛的赛场

who：David（with a brain disease which prevented him from walking or running like other children）, I（a special education teacher at the school）, the school’s coach, students from seven different primary schools

why and what：因为教练的“好意”，脑部疾病引发腿部残疾的男孩David忧虑自个参加越野赛会被讪笑，抉择扔掉竞赛，作为他的教师我见证了David的意志和为这次竞赛所做出的尽力，并为他的刚烈意志而骄傲。

how: 文章的结局正是续写的内容。

3.文章主旨：文章描绘了一个身体有残疾，却意志刚烈，活泼向上的男孩David，在竞赛面前忧虑被讪笑而扔掉竞赛，作者赏识男孩的意志和尽力，走曩昔和David挨着坐下来，故事由此打开。

4.首要人物的性格特征：

David：意志刚烈，活泼向上，为完成方针尽力斗争，困难面前从不扔掉，但因本身残疾又有些怯弱自卑。

I：作为David的教师酷爱并赏识自个的学生。

5.文章的言语特征：文章言语生动，形象显着，运用多种丰厚的词汇和语法规划。续写要极力与原文在言语个性上坚持共同。

丰厚的词汇：

warm up热身 spot看到big toothy smile大大的露齿浅笑hesitate犹疑laugh at讪笑bite back my frustration忍住我的沮丧rock from side to side支配摇晃swing his feet forward向前摇晃着脚participate参加to the best of his ability尽其所能thought of… as…认为或人是…. be familiar with了解challenge应战be proud of以…为骄傲strong determination刚烈的意志

丰厚的句式规划：

定语从句：

I looked around and finally spotted David, who was standing by himself off to the side by a fence.

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.

独立主格规划：

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.

表语从句：

That was why none of the children thought it unusual that David had decided to join the cross-country team.（其间包括it用作方法主语）

and联接并排成分或并排句

Students from seven different primary schools in and around the small town were warming up and walking the route (道路) through thick evergreen forest.

I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.

I quickly searched the crowd for the school’s coach and asked him what had happened.

“I gave him the choice to run or not, and let him decide.”

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.

6.原文与续写之间的契合点：

David身残志坚，盼望参加竞赛，但稍有自卑，“我”作为他的教师酷爱学生并赏识David的刚烈意志，在David要退出竞赛的时分会用自个的爱心去撑持和鼓舞他战胜困难，活泼面临，而且David会承受教师的主张，英勇地结束竞赛。

7.主题宏扬正能量：David身残志坚，活泼向上，“我”赋有爱心，赏识学生的优良质量，而且其别人没有讪笑David，而是热心的鼓舞和撑持他。

参阅续写：（仅供参阅）

We sat down next to each other, but David wouldn’t look at me. I said gently, “You’re eager to run, right?” “Yes, but I’m afraid…”said David in a low voice, with his head dropping. “I know you’re afraid of being laughed at, but I think it’s a good chance for you to prove yourself. You have been working so hard for the run, and I’

m so proud of you, David. If you really want to run, don’t let anything or anybody stop you.” David looking up at me, his usual big toothy smile came back. “I have decided to run.” he said determinedly.

I watched as David moved up to the starting line with the other runners. The run began. All the runners rushed forward. David was the only one who rocked from side to side as he swung his feet forward, which made him very special among the other participants. The crowds began whispering. Suddenly, David tripped over a small stone. I hurriedly shouted “Come on, David.” Unexpectedly, the whisper of crowds transferred into encouragement, “Come on! Come on!” David picked himself up and went all out to move forward. Although he still was the last to finish the run, he did make it. All the crowds cheered for him!