专题14 2022年6月新高考卷（身残志坚的男孩）-近年新高考英语真题读后续写解析+讲评课件

这是一份专题14 2022年6月新高考卷（身残志坚的男孩）-近年新高考英语真题读后续写解析+讲评课件，共27页。PPT课件主要包含了试题再现，试题分析，写作思路，“四到一行”，“线索呼应”，范文赏析等内容，欢迎下载使用。
历年高考英语读后续写真题分析
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 f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路线)thrugh thick evergreen frest. I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run. What was wrng? He had wrked s hard fr this event! I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.”I bit back my frustratin(懊恼). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward. David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin. Para.1 We sat dwn next t each ther, but David wuldn’t lk at me. Para.2 I watched as David mved up t the starting line with the ther runners.
Time---- the day f the big crss-cuntry runPlace---- the race spt (a place with thick ...)Characters:I---- a special educatin teacher f David’s schlDavid ----a ten-year-ld by with a brain disease; unable t walk r run like ther kids;rck frm side t side while walking
Plt & Emtins
Thugh unable t walk r run like ther kids, David was treated equally as a regular kid and usually lived a happy life in the schl.He decided t take part in the crss-cuntry run and practiced very hard, never missing a single practice, thugh he was always finished his run lng after the thers.He was asked t decide by himself whether t run r nt n the run day because the cach was afraid he was laughed at by the kids frm ther schls. He was standing by himself ff the side by a fence but his usual big tthy smile was absent.
Depressed / Lst and dwn
As a special educatin teacher, I was familiar with the challenges David faced and was prud f his strng determinatin.I fund David standing alne by a fence, nt warming up and walking the rute like ther runners befre the race. I asked his cach and learned the reasn. After making sure David culd run if he wanted, I turned t find him cming twards me.
原文中哪些句子可用作原文线索？
特定的人物在特定的时间和地点做出特定的事情，说特定的话语，有特定的情感，这些特定的因素是有内在联系的，即有它特定的逻辑关系。所以在续故事的细节时，细节必须合乎原文中的时间地点等背景信息所设定的逻辑；也要合乎主要人物的身份逻辑；这也是读后续写内容上的协同发展。此文中围绕David是否参加这次越野赛的关键是：他特殊的走路和跑步的姿势可能会引起不熟悉他的人的嘲笑，会伤害到他，所以教练让他自己决定。而他平时的惯常做法就是这里的伏笔，可作为原文线索在续写中复现。“我”作为学校的一个特殊教育老师，又对他的困境和平常的表现很熟悉，还对他的身残志坚倍感骄傲，所以在比赛中前夕，我才会很关注他，并能成功鼓励他勇敢面对挑战，超越自我。
第一步 依据首句，构思框架
两段首句定一框，二框二首正能量。
第一段首句后的衔接句、第一段尾句 、第二段首句后的衔接句。
即第二段的尾句——能体现故事圆满结局的句子或故事给我们启示的句子。
(2) 写好三个衔接句
(3) 写好一个升华句
第二步 增加细节，展开续写
Cnflicts1. 最终David参加比赛了吗？是什么让他改变了主意？2. 比赛过程中，其他学校的孩子嘲笑David了吗？为什么有或没有嘲笑他？
读后续写一般都用正能量结尾。所以其他学校的孩子们应该没有嘲笑David，反而会很敬佩他，会为他的身残志坚和不畏困难坚持到最后的精神而鼓掌。
-----所以根据事情的发展顺序和所给的首句，Cnflict 1 就是第一段要解决的内容，第二段就解决Cnflict 2.
Clues----首句线索
Para1:We sat dwn next t each ther, but David wuldn’t lk at me.Para2:I watched as David mved up t the starting line with the ther runners.
What did I decide t d?What and hw did I say t him then, making him determined t run?
----I managed t persuade David t jin in the race.
----Thugh David finished the run lng after the ther children, he was admired and respected by ther kids.
Clues ---- 原文线索
1. His usual big tthy smile was absent tday.2. After making sure ..., his small bdy rcking frm side t side as he swung his feet frward.3. He always participated t the best f his ability in whatever they were ding.4. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish.5. ..., I was familiar with the challenges DAvid faced and was prud f his strng determinatin.
比赛结束时，受到在场师生的鼓励和钦佩甚至尊敬，David很可能有这个表情。
可以用来描述David赛跑时的样子----动作描述
两个always的部分可以用来描述David在比赛时的结果：他不可能跑赢别人，但仍坚持跑完全程。这可能是有些同学容易忽视的地方。
此处是我能够成功鼓励David参加越野赛跑的基础。所以续写第一段时可以参照此句。
这是David最令人敬佩的品质，也应该是“我”说服他参赛的关键点。
We sat dwn next t each ther, but David wuldn't lk at me. Seeing his face filled with anxiety, I felt sad, deciding t talk smething with him. Turning t David, I smiled, “David, Lk, what a wnderful event!” “Yeah!” David smiled weakly, bwing his head. Patting n his shulder, I said in a sft vice, “I heard yu had wrked s hard fr this event. Hw I admire yur strng determinatin. Why nt give it a try?” “Teacher, I am afraid kids frm ther schls will laugh at me. I think what the cach said is right.” murmured David, with glum lks n his face. “But David, what cunts mst is t participate t the best f yur ability in whatever we’re ding. D yu agree?” After a temprary hesitatin, David ndded in agreement, finally deciding t jin in the crss-cuntry team.
I watched as David mved up t the starting line with the ther runners. With a blast f the gun, David tried his best t sht frm the start line, but he failed. Painful and a bit embarrassed as he was, he still dragged his feet t keep mving frward. The sun was beating dwn, the ht weather suffcating. After what seemed years, David, rcking his small bdy like a cat n a ht brick, eventually finished his run as the last ne. When appraching the finish line, he burst int a big tthy smile and waved t me with excitement, crying “ I made it! I made it!” All the kids including thse frm ther schls erupted int a big applause, cheering fr his determinatin and persistence. At that mment, a flush f admiratin and jy swept ver me.
Characteristics f the language
语言通俗易懂，长短句结合，包含简单句，并列句和复合句（三大从句都有出现）；非谓动结构正在文中也被灵活运用；还含有少量直接引语。词汇丰富，衔接自然。
1. 课堂教学中微型训练
课文/语篇练习/试卷:对故事后续内容进行猜测 ☞ 一个情节/一个语段/一两个句子续写训练穿插于课堂教学过程中让学生不经意间完成微型的续写任务
由浅入深，循序渐进?要适合自己学生的实际让绝大多数学生都能读得懂写得出适时给予积极评价和鼓励调动学生的想象力和逻辑思维能力，激发学生的写作热情
2. 由易到难渐进式训练
1. 在阅读中尝试预测后续内容
适当的位置暂停
设想可能的几种结尾
2. 在阅读中积累细节描写素材
多留意故事类文章结构和语言表达人物描写、动作描写、语言描写、情感描写、环境描写?做好分类积累，以备续写之用
3. 注意积累记叙文的关联词语
记叙文在时间先后、故事起因、发展的共通表达?时间，让步，转折结果，最后感悟
4. 多练多写熟悉续写套路
除了在阅读中积累素材外，一定要多练多写，每周至少写一篇练习。熟悉评分标准，依照标准去写，在适量练习中总结出适合自己的方法和套路