2022年新高考Ⅰ卷读后续写课件-2025届高三英语上学期一轮复习专项

Continuation Writing 读后续写 上一世，我本是超级学霸，只因没有认真坚持和复习，考试失利， 被死对头嘲讽了一辈子， 然而我意外获得一次重生的机会。 这一世，我化身冷面英语学神， 夺回属于我的一切！ 从续写给出的两个首句找出可用的信息： We sat down next to each other, but David wouldn’t look at me. I watched as David moved up to the starting line with the other runners. David和其他运动员走向起跑线 人物 I David 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. 今天是大型越野赛跑的日子。来自小镇内外七所不同小学的学生们正在热身，并在茂密的常绿森林中行走。 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! 我环顾四周，终于发现了大卫，他独自站在篱笆旁边。他比十岁的孩子还小。他平时咧嘴一笑的笑容今天不见了。我走过去问他为什么不和其他孩子在一起。他犹豫了一下，然后说他决定不参选了。出什么事了?他为这次活动付出了如此多的努力! 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.” 我迅速在人群中寻找学校的教练，问他发生了什么事。“我担心其他学校的孩子会嘲笑他，”他不安地解释道。“我让他选择参选还是不参选，让他自己决定。” 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. 我强忍着懊恼。我知道教练是出于好意——他认为自己做的是对的。在确定了大卫想跑就能跑之后，我转过身来，发现他朝我走来，他的小身体一边摇晃着，一边摆动着他的脚。 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. 大卫患有脑部疾病，这使他不能像其他孩子一样走路或跑步，但在学校，他的同学们认为他是个普通的孩子。无论他们在做什么，他总是竭尽全力地参与。这就是为什么没有一个孩子认为大卫决定加入越野队是不寻常的。 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. 只是他花了更长的时间，仅此而已。大卫没有错过一次训练，尽管他总是比其他孩子晚很久才跑完，但他确实总是跑完。作为学校的一名特殊教育老师，我熟悉David所面临的挑战，也为他坚强的决心感到骄傲。 故事梗概 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的环村长跑比赛，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。身为特殊教育专业的老师的“我”，了解情况后，与David坐下来促膝谈心。 注意：1. 续写词数应为150个左右； 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 wouldn’t look at me. I watched as David moved up to the starting line with the other runners 我们挨着坐了下来，但David不看我。 → → David的想法？& 我为什么要去找David？ 我看着David和其他选手一起走向起跑线。 第一段中： “我”起到了什么作用？ David为什么走向起跑线？ 段一首句： We sat down next to each other, but David wouldn’t look at me. 我们挨着坐了下来，但David不看我··· → → → → → David解释自己的顾虑：因疾病怕别人嘲笑（照应前文） →我对David的鼓励：勇敢做自己，完赛就是胜利（主要人物再现） → David在我的鼓励下态度转变：放下顾虑，勇敢参赛（连接下文） 段二首句： I watched as David moved up to the starting line with the other runners. 我看着David和其他选手一起走向起跑线··· → → → → → David在比赛中的精彩表现：可能跌倒、会落后等等 → David落后时，观众们（同学、老师、家长、陌生人）给予的关注、鼓励 → David比赛过后的喜悦和对我的感激之情 → 身残志坚，勇于挑战自己、老师循循善诱、做最好的自己（情感升华） 故事可能的后续走向： We sat down next to each other, but David wouldn’t look at me. I quietly said, “If you’re not running just because you’re afraid you will be laughed at, that’s not a good reason. The real question is whether you are going to let those few people stop you from doing something you really want to do. Are you going to let them get in your way ” I held my breath as David took this in. Then he looked at the field and said with a determination, “I’m going to run.” 我们一起在台阶上坐下，但大卫不看我。我平静地说:“如果你不跑步只是因为你害怕被嘲笑，那不是一个好理由。真正的问题是，你是否会让那几个人阻止你去做你真正想做的事情。你要让他们妨碍你吗?”大卫听了这话，我屏住了呼吸。然后他看了看赛场，坚定地说:“我要跑。” I watched as David moved up to the starting line with the other runners. He looked back at me and I signaled to him with a thumbs up, feeling proud of him. He smiled, took a deep breath and got ready for the race. When the running began, he ran with all his strength, in spite of his abnormal steps. Eventually, he finished the running. Nearly out of breath, he walked to me and then gave me a hug. “Thank you!” he uttered, “Without you, I would never taste such sense of achievement of challenging myself.” 我看着大卫和其他选手一起走向起跑线。他回头看着我，我竖起大拇指示意他，为他感到骄傲。他笑了笑，深吸了一口气，为比赛做好了准备。当跑步开始时，尽管他的步伐不正常，但他还是用尽了全力。最后，他跑完了全程。他几乎上气不接下气地走向我，然后给了我一个拥抱。“谢谢你!他说，“没有你，我永远体会不到挑战自我的成就感。” 读完原文后，进行预测，用最简单的汉语概括第一段发生了什么，第二段的结局是什么。 万能公式： say+ see+ hear+ feel+ do+环境描写 注意：根据情况取舍，有的强调动作描写，有的强调心理描写··· 四句定框架， 设疑并解答， 【动作】【情绪】和【对话】 结尾主题要升华！ 依据原文中的六要素，用中文编新故事 （原则=时间/地点/人物不变，起因/经过/结果顺承） 【操作步骤】 编情节：根据两段的首句，猜测故事发展的脉络 （可用正负法，结局一定是正向的，符合社会主义价值观；如果有标题，最后一定要点题） 编细节：为续写的两个自然段各想4-5句话（用中文记下4一5个要点。） 【注意】 ①直自原则：4-5句要点，一定要最简洁直白的中文句子。 ②无缝接原则：编第一段最后一句，一定要参考第二段给出的首句。 Thank you! $$