高中生英語讀后續寫能力培養途徑之我見

嚴潔蓉

摘要：浙江省新高考英語寫作部分題型第二節為讀后續寫或是概要寫作，本文就提高學生讀后續寫能力提出一些建議和看法。

關鍵詞：新高考；讀后續寫；關鍵信息；語言特點

中圖分類號：G632.0 文獻標識碼：A 文章編號：1992-7711（2017）08-0063

《普通高等學校招生全國統一考試英語科考試說明（高考綜合改革試驗省份試用）（第一版）》已經公布。作為試點開始單位，2016年10月份開始的浙江省新高考英語科目考試題型有重大變化，其中英語寫作分為兩部分：第一節為應用文寫作；第二節為讀后續寫或概要寫作。本文就提高學生讀后續寫能力提出一些建議和看法。以2016年10月高考讀后續寫為例。

讀后續寫，閱讀下面短文，根據所給情節進行續寫，使之構成一個完整的故事。

One weekend in July， Jane and her husband， Tom， had driven three hours to camp overnight by a lake in the forest. Unfortunately， on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake， Jane was so angry that

she said to Tom， “Im going to find a better spot for us to camp” and walked away.

With no path to follow， Jane just walked on for quite a long time. After she had climbed to a high place， she turned around， hoping to see the lake. To her surprise， she saw nothing but forest and， far beyond， a snowcapped mountain top. She suddenly realized that she was lost.

“Tom！” she cried. “Help！”

No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving， but the farther she walked， the more confused she became. As night was beginning to fall， Jane was so tired that she had to stop for the night. Lying awake in the dark， Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him.

Jane rose at the break of day， hungry and thirsty. She could hear water trickling （滴落）somewhere at a distance. Quickly she followed the sound to a stream. To her great joy， she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now， Jane began to walk along the stream and hope it would lead her to the lake.

As she picked her way carefully along the stream， Jane heard a helicopter. Is that for me？ Unfortunately， the trees made it impossible for people to see her from above. A few minutes later， another helicopter flew overhead. Jane took off her yellow blouse，

thinking that she should go to an open area and flag them if they came back again.

注意：1. 所續寫短文的詞數應為150左右；2. 應使用5個以上短文中標有下劃線的關鍵詞語；3. 續寫部分分為兩段，每段的開頭語已為你寫好；4. 續寫完成后，請用下劃線標出你所使用的關鍵詞語。

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But no more helicopter came and it was getting dark again.

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It was daybreak when Jane woke up.

讀后續寫是一種將閱讀與寫作緊密結合的考查形式，旨在考查學生的綜合語言運用能力，主要聚焦在以下三個方面：

一、把握短文關鍵信息和語言特點的能力。學生需要了解給定短文的主要內容，清楚其關鍵詞和語言結構的使用情況，并通過續寫短文表現出來。endprint

1. 此時需要學生了解主要內容：標明核心詞、核心句，梳理語篇內容的推進方向

Jane and her husband， Tom，...driven three hours to camp...a lake in the forest...quarrel... walked away...lost...stop for the night...rose at the break of day...to a stream...drank and ate a few berries...hope it would lead her to the lake...heard a helicopter... Unfortunately， the trees made it impossible for people to see her...A few minutes later， another helicopter...yellow blouse...

二、語言運用的準確性和豐富性。期望學生在詞匯和語言結構的使用方面準確、恰當，能夠根據內容需要使用較多、較復雜的詞匯和語言結構。

1. 按人物、環境、情節動詞等分類劃線詞

2. 分析原文寫作風格，特殊語法結構有時間狀語從句，結果狀語從句，條件狀語從句，賓語從句，DOING，直接引語，虛擬語氣，倒裝，疑問句，感嘆句，介詞短語等

三、創造性思維能力。這是對學生續寫短文內容的要求，期望學生續寫的短文具有較豐富的內容。該試題具有一定的開放性，要求學生詳細和生動地描述情景、態度和感情（教育部，2003），符合課程標準的要求和學生的能力水平。學生可以緊扣語境構思情節。

1. 據第一段開頭DARK可知，又要在荒野再過一晚。環境描寫。大量心理活動，后悔？想念？期待？堅持？夜里有沒有遇到蛇、老虎、獅子？

2. 據第二段開頭WOKE UP可知，第一段應有JANE入睡的情節。

3. 第二段情節可能：醒來看到TOM；或者醒來在醫院；或者貴人相助；或者直升機救援；或者獨自找到湖。

此外，教師在日常教學中可以引導學生在閱讀時認真分析文本內容和語言，并將分析結果運用于之后的續寫中，幫助學生通過語言模仿和內容創新不斷提高自己的寫作能力。

（作者單位：浙江省溫州市第五十一中學 325000）endprint