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链接真题训练，解读叙事元素和结构。
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。
2022年全国新高考Ⅰ卷
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 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.
注意： 1、续写词数应为150左右；
2、请按如下格式作答。
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._____________________________________________________________________________________________________________________________________________________________________________________
本文讲述战胜自我的故事。
文章中的David是一名小学生，他患有脑部疾病，无法以正常的姿态走路和跑步，因为害怕被其他学校 的学生嘲笑而在越野比赛前临阵退缩了。作为该学校的一名特殊教育老师，在得知David的情况后，作者感到很懊恼，因为David从未缺席过越野比赛的训练，也从未中途放弃过，是个身残志坚之人。故事背景一般包括时间、地点、天气和环境等，这些背景信息有助于我们更好地了解事件的经过和发展，而随着故事的展开，我们开始掌握了文章的情节设定。故事的冲突在于虽然身患残疾，但一直以来都意志坚定的David却在越野比赛前临阵退缩了，原因是David特殊的走路和跑步姿势可能会引起不熟悉他的人对他的嘲笑， 他怕受到伤害。了解了故事冲突和问题所在可以帮助我们更好地进行续写：通过解决问题，化解冲突，可以使续写情节自然流畅，与原文的融合度更高。
搭建写作支架，通过“点→线→面”的方式构思文章结构。
为了构建一个写作框架，我们可以关注两条主线：情节线（明线）和情感线（明线—暗线）。情节线属于明线，可以从文本中获得这些信息。情感线则是由明到暗，对故事情节的发展需要进行合理的推测。接下来我们需要搭建内容和语言框架，在内容动态变化中、丰富语境中使内容表达与语言使用同步发生；最后从两个段首句开始写作，并有层次地设置问题，挖掘出文本的内涵。具体分析详见下图：
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We sat down next to each other, but David wouldn’t look at me.Frustrated, he struggled to tell me his decision, “I will not run.” While rubbing his head to offer a touch of comfort, I said, “David, some unfair prejudice may come from some people. But there are definitely others who will hold a different opinion. They will be proud of you.” After keeping silent for a moment, David eventually gave a nod of understanding. Then, wearing his usual toothy smile, he participated in the match.
I watched as David moved up to the starting line with the other runners. As the gunshot rang out, all the players, except David, dashed forward. David swung his feet forward slowly with his small body rocking side to side, but nobody laughed at him. They seemingly understood how tough it was for David to run and how determined he was to accomplish the run. With the strong will, David eventually made it! Only then did I fully realize that it was strong determination that could conquer whatever diffi culty.
本篇习作情节设计合理且有创新，语言表达准确且丰富，内容描述生动具体，语句衔接连贯顺畅，思想主题明确且得到了升华。续写部分把握了以下几个关键点：
准确把握角色特征：文中 David 是个十岁左右的小学生， “我”是他的老师。在言行举止上，本篇习作都符合各自的人设，如老师对学生的教导，展现了真实的人物特征。
正确掌控情节方向：根据第二段首句中的David moved up to the starting line with the other runners可知，续写第一段应主要围绕作者成功说服David重新参赛的内容展开。第二段则以David参加比赛的过程及结果为重点，本篇习作在故事情节设定方面与原文衔接紧密。
具体细化人物行为：续写部分中对David的行为描述，如 wearing his usual toothy smile、David swung his feet forward slowly with his small body rocking side to side等，语言描写“I will not run.”以及对作者的神态、动作及语言的描写，都增强了文章的感染力与真实性。
4、适当拓展文章主题：在续写时，我们培养的是学生对主题的探究能力和创造性思维能力，因此要有意识地将思想升华融入到事件描述中去。我们可以运用“由一及众”、“由事及理”等方法，将文章主题进行升华。本篇习作便对主题进行了升华，结尾部分it was strong determination that could conquer whatever diffi culty便是此次事件带给我们的启示。

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