7+7续写模式在2022年新高考全国Ⅰ卷读后续写中的运用

张可璇

读后续写提供一段350词以内的语言材料，要求考生根据该材料内容及所给段落开头语（opening sentences）进行续写，分两段将其发展成为一篇与所给材料有逻辑、情节和结构完整的短文，词数150左右。该题涉及四个方面的考查：

（1）阅读能力：理解原文的主旨内容、情节发展、逻辑关系、语言特点等;

（2）写作能力：包括内容产出、语言运用及篇章结构;

（3）思维能力：根据原文进行续写时体现出创造性;

（4）学习能力：学习原文作者的语言特点和写作方式。

一、7+7句续写模式

所谓的7+7句续写模式就是续写的两段内容每段使用7个句子，把情节安排细化到每一句中，每句内容分别涉及心理描写、对话描写、神态描写、动作描写、环境描写、冲突转折等，使续写内容行文连贯，紧扣主题。本文以2022年新高考全国Ⅰ卷读后续写题为例，探讨7+7句写作模式，力求让考生在该题型上有所突破。

二、7+7句续写模式的运用

下面以2022年新高考全国Ⅰ卷读后续写题为例，具体说明如何运用7+7句续写模式。

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 school， I was familiar with the challenges David faced and was 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.

文本内容分析

— 主要人物：David 与“我”

— 故事背景：“我”是学校的一个特殊教育老师，大卫是个患有脑部疾病的10岁孩子，但他的同学把他当作普通人对待。虽然大卫无法像其他孩子一样走路或跑步，他仍尽其所能参加越野赛队并坚持训练。

— 故事发生：大卫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是否参加这次越野赛。

— 问题冲突：

（1）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？

Para 1： We sat down next to each other， but David wouldnt look at me.

（1）What and how did I say to David then， making him determined to run？

（2）How was David feeling then？

Para 2： I watched as David moved up to the starting line with the other runners.

（1）How did David perform in the race？

（2）What was Davids / the other kids response to his performance？

作答示例：

We sat down next to each other， but David wouldnt look at me. He lowered his head， obviously being sucked into the fear and anxiety. I said in a soft voice，“You have worked so hard for this event. Why not give it a try？”“ Im afraid of being laughing at.”murmured David， with glum looks on his face. It seemed as if he were in a dilemma. Gently patting his shoulder， I encouraged him，“Just do what you want to do， David.”After a temporary hesitation， David nodded in agreement and his eyes were filled with determination. Then David rose and headed towards the starting line.

I watched as David moved up to the starting line with the other runners. With a blast of the gun， David clenched his teeth and began to run. All the participants kept their best to run and David was no exception. However， David kept long distance behind other competitors. He even fell down for two times， but he didnt give up. He struggled to rise to his feet and kept running. When approaching the finish line， he burst into a big toothy smile and waved to me with excitement， crying“ I made it！ I made it！”All the kids including those from other schools erupted into a big applause， cheering for his persistence.

責任编辑 蒋小青