基于課文內容的讀后續寫

馬皓

一、高考新題型對英語寫作能力提出新的要求

先讀后寫，在閱讀一段文字后再根據寫作要求開展寫作練習，這是自2016年浙江省高考英語采用新題型后寫作第二節的題型。在這一節中，要求考生在閱讀一篇短文后，根據所給情節續寫，使之與短文合成一個完整的故事；或是基于短文寫出一篇60詞左右的內容概要。這種基于閱讀的寫作測試技能考查考生“全方位”的閱讀能力，考生不僅需要讀懂文本的“信息鏈”、文體與語言風格、文本邏輯等，還要有寫作能力。考生須嚴格根據所讀文本的語言風格與文體特征，用不同的方式表達相似的含義，同時須考慮語言應用的準確性和得體性、銜接自然以及連續地表達內容等。

在這種高考要求的反撥作用下，以前英語書面表達只要背好相關應用文格式，會寫長難句、復雜詞就可以拿高分的局面不復存在。學生需要新的技能點，才能應對這類寫作。

二、在常態課的教學中滲透讀后續寫能力的培養

鑒于語言能力的培養是與教材內容及其他日常接觸的語料密不可分的漸進式養成過程，在平時的常態課學習中，學生們可以積累更多的寫作詞匯和語法知識，為提高表達質量提供物質保障。因此，結合課文的學習經常性有規律地滲透寫作活動，不失為提高讀后寫作能力的一種可行辦法。

在英語常態課中，原本需要完成的教學任務有：

1.閱讀（Reading），以精讀一篇300—400詞（到模塊五逐漸增至500—600詞）的課文，熟悉它的組織結構、寫作意圖和詞匯運用為目的。

2.語言知識（Learning about language），以進一步熟悉運用本單元中的詞匯知識和學習一項語法知識為目的。

3.語言運用（Using language），以本單元中所學語言知識在聽、說、寫中的運用為目的，有時還會在這一部分介紹一些說或寫的功能性語句和應用文體。

4.與本單元語言知識相關的練習冊練習，進一步鞏固本單元所學各個語言知識以及提供一些拓展閱讀和應試題型練習。

在這樣的教學流程中，結合教學內容開展的讀后續寫活動，特別適合以周末作業的形式開展。具體操作如下：

1.結合閱讀，開展概括或續寫或改寫練習。

2.結合語言知識，開展仿寫、造句練習。

3.結合教科書的語言運用所學習的文體，在練習冊中選取適當的篇章，并在閱讀之后進行相應文體的寫作。

三、基于課文內容的讀后續寫案例

人教版普通高中課程標準實驗教科書《英語（必修二）》第四單元的主題是關于野生動植物保護，其中reading部分為短文“How Daisy Learned to Help Wildlife”。這篇課文的主題是野生動植物保護，共有四段分三個部分，分別為：

Part 1（para 1）：the story of Tibetan antelopes in Tibet： Why we need wildlife protection

Part 2（para 2）：the story of African elephants in Zimbabwe： A good example of wildlife protection

Part 3（para 3-4）：the story of a monkey rubbing a millipede insect over itself in a rainforest： What we can get from wildlife protection

文章以Daisy乘坐魔毯來到這三個地方的故事講述了她對于“為什么要進行野生動植物保護”“野生動植物保護的成功案例”以及“人類從野生動植物保護中可以得到什么好處”這三個層層遞進的主題的體驗和感想。因此，進一步拓展這些主題，讀后續寫可設置這樣的寫作任務：

如果Daisy去到第四個地方，會是哪里？她在那里遇到什么動物，那個動物的故事是什么？給Daisy什么啟發了嗎？

詞數100左右，越多越好。

這一任務寫作的重點是：

1.前三個故事都分別從Daisy的視角，以第三人稱描述了所見所聞。

2.每個故事都包括如下要素：

3.有對話描寫。

4.場景轉換處可有魔毯出現。

5.注意時態的選擇和動詞的運用。

【學生習作及點評】

[習作1]

Daisy was on her way to WWF when she met the cute panda. This black-and-white species was once in danger because of the lack of bamboo and habitat. “Why are you looking so excited？” asked Daisy. “I am going to the WWF in order to express my sincere thanks.” responded the panda， “I am being helped by it so that I can live in such a secure environment.” then Daisy smiled and offered， “ Lets go there together. Id like to introduce a new and effective drug to WWF.”

Eventually they headed for WWF together. （CJY， 95 words）

點評

與上文銜接自然，除了最后部分唐突出現的eventually，對話的比例也和課文非常接近，并且較好地應用了剛剛學過的一些語匯，比如“was once in danger because of the lack of bamboo and habitat”一句中的“in danger”和“habitat”，以及下文中的“respond”“secure”“am being helped （be being done）”都是本單元剛剛學的詞匯或語法項目，這個學生嘗試在自己的續寫中將這些語匯知識轉換成自己的寫作詞匯，雖然不是最恰當，但也值得鼓勵。另外，以前背過的感謝信相關表達方式“in order to express my sincere thanks”也被他借用到這篇習作中。美中不足的是，第二段看起來比較草率。總之，這個學生的語感相當不錯，也有一定的詞匯句法積累，如果能注意結構的平衡就更好了。

[習作2]

Daisy decided to do something to protect the animals. She made up her mind and went downstairs. She opened the door and saw a dirty little dog shaking and lying on the ground. “Jesus， what happened to you？ Why are you lying on ground instead of in your home with your master？”“I dont have master and my parents are missing. I beg for food but I only get a little.” The little dog answered. “I want to be your master until you find your parents. Ill take care of you.” Daisy said without a second thought. The little dog agreed thankfully.

Daisy took the dog to her home and took care of it as she can. She treated it so well that it felt only happiness and of course， no more sadness and pain. Daisy never forgot the promise she made to help the animals in need and protect them well as she can. She realized that not only the animals in danger need help but also the pets， such as cats， dogs and rabbits. Sometimes people cant give help to the animal which is in the worst situation immediately， but everyone can help the animals in need nearby. Daisy understood that what she had done is just a small thing， but if everyone can do their best to protect the animals and show their respect to the environment. The relationship between humans and the environment will be better. （SJH， 239 words）

點評

詞匯是否地道，所描述內容是否有價值，都能影響表達質量。這個學生的語言駕馭能力應該沒有上一個強，但勝在態度認真并且愿意去進行細節描寫。比如“She made up her mind and went downstairs. She opened the door and saw a dirty little dog shaking and lying on the ground.”這兩句話中出現了6個動詞，雖然只是以簡單句或并列句的形式出現，但是由于對細節的把控和良好的思維習慣，上下文層層遞進，一幅動態的畫卷就在讀者面前徐徐打開。在以后學了非謂語動詞的使用之后，對這個場景稍加修飾，比如，把這兩個句子合并成“Having made up her mind， she went downstairs and opened the door. There on the ground lied a dirty little dog， shaking but wagging its tail to her...”那么其習作就不但有內容，也有了更好的語言包裝。目前這篇習作的不足之處在于句式單調，類似“she... she... I... I”這樣開頭的句子不斷出現，有一點單調重復，這也是在接下來的兩年高中英語學習中應予以注意改善的地方。

[習作3]

Daisy looked at the clock and found it was only five oclock in the morning so she made a decision to have some more sleep without interruption. She fell asleep soon. She was still thinking about wildlife protection. Whats more， she was wondering whether there were other examples of animals living in harmony. The flying carpet suddenly appeared by her bed. “I know what you want to see. Come with me.” All of a sudden， they got to a wet land. Daisy saw a rhino bathing itself in a pool with a special bird on it. What a harmonious sight！ Daisys curiosity was inspired. She asked， “what does this mean？” the rhino replied， “oh， my bird catch the bugs on my body to protect me from skin diseases. In return， my duty is to provide shelter for it. We are really good friends.” Daisy smiled， “I see. Please enjoy your time.” The flying carpet said， “as you see， in reality there are many examples which prove that animals have a bond with each other. They help each other. While some species are dying， others will surely be affected.” “You are so clever. I learned a lot. Please take me home so I can write it down.” The flying carpet rose again. In a blink of the eyes， they returned to her home. Upon their arrival， everything began to get vague， Daisy tried to open her eyes. She woke up. It was seven oclock. （CYX， 243 words ）

點評

這個學生對原文讀得很仔細，并且體現在了自己的習作中。比如“The flying carpet suddenly appeared by her bed.”“All of a sudden， they got to a wet land. ”這兩種場景切換在原文中都有出現并用不同的表達方式講述，原文第一個故事是“One day when she woke up and found a flying carpet by her bed.”；第二個故事是 “The flying carpet travelled so fast that next minute they were in ...”；第三個故事是“The carpet rose again and almost at once they were in ...”，這個學生在閱讀的過程中把握了文章的這個特征。另外，他也能夠自覺使用高級詞匯。比如“provide shelter for”，“in a blink of the eyes”等。但是他在寫作中確實還有很多需要改進的地方，比如，與上一個學生一樣，句式單調重復，多樣性不夠，總是用 she開頭；又比如，在閱讀和寫作中，有“見木不見林”的傾向，以為堆砌幾個高級詞匯就能寫好文章了。寫作不僅需要養成良好的習慣，更要關注篇章的整體性，使整篇習作的整體語言面貌及內容設計與所讀短文更契合。

以上習作是在兩個班級78篇上交習作中整體寫得比較好，老師略加修改后在課堂上與學生分享的3篇。除此之外，在整個寫作過程中，特別是切入到“第四個地方”的過渡段中，其他學生也體現出很多閃光點。在課堂分享中，給大家帶來不少啟迪和樂趣：

XYY： Daisy was amazed， “Flying carpet， please take me to the places where I can see some wildlife protection with the help of WWF”，“The carpet landed...”等表述中，“flying carpet”和“wildlife protection”這兩個關鍵元素直接、自然地出現在過渡句中。

NY：So Daisy made up her mind to work with the WWF to help wildlife at once... “WWF”和“at once”都是上文第三個故事中過渡時曾出現的，在這里又有復現，很好地起到了銜接作用。

ZYC： Without the help of the flying carpet， Daisy had to...尚記得第四段中說過flying carpet消失了。

ZH： So Daisy was more determined to work in WWF when she grew up. She achieved her dream after graduation. “WWF”的復現是對上文的小結，然后以“achieved her dream”引起下文。

GYY： So here Daisy was， right in WWF...“so”“right”這些詞的使用比較恰當。

SJ： “Hello， this is WWF.” a voice came into her ears， “Hello， this is Daisy .” Daisy began to tell WWF here experience with the animals she met...因為“flying carpet”消失了，所以打電話……

TSJ： Years later， Daisy woke up as usual in the morning. Surprisingly， she found the flying carpet by the bed again. “as usual”“Surprisingly”表達了情節變化；“Years later”“again”體現對上文的延續；然后還有“the flying carpet by the bed”雖然照抄了第一段的語句，但是卻體現出不一樣的意味。

ZYX： That night Daisys mother cooked... for dinner. Daisy was walking in the garden when she thought that this plant was an endangered species. All of a sudden， the flying carpet came down from the sky. Seeing this... 不但語言高級，而且注意到前三段是有關動物的故事，而主題是保護“野生動植物”，因此補充了一個關于植物的故事。

這其中所表現出來的各種設計不但體現著學生們思維的活力，也讓人贊嘆他們對語言現象的敏感程度。當然在應用語言知識時也并非都是成功案例，也有一些學生在使用較高級表達方式時出現了種種狀況。比如：

（1）As a matter of fact， she had live in the rainforest since 5 years ago， alone， for saving these endangered species from extinction.

“，alone，”作為若干個狀語之一出現在這里顯得突兀，同時這個句子的時態也和時間狀語不搭，如果是“she has lived in the rainforest alone since...”就會順暢很多。另外“for”在這里所表示的邏輯關系也有問題，如果改成“in order to save...”更加符合上下文的語境預設。

（2）Daisy had seen the pandas leave in peace together and gave a smile of relief.

這句話之前就出現過很多次“the pandas”，因此這里如果改成“... seen all this and...”就可以了。

（3）They arrived at the Yangze River， which is the biggest river in China.

可以改成 “River， the biggest river in China”這樣的同位語就可以了，用從句并不一定是最簡潔的表述方式。

（4）But now I am grateful of you. WWF gave us a home and protected us from hunting so we can be left in peace.

這句雖然有用更高級詞匯、語法結構的意愿，但是因為對它們的了解不夠，類似的錯誤或誤用并不僅出現在這一個學生的習作中。可以改成“But now I am grateful to you. WWF gave us a home and protected us from being hunting so we can lead a peaceful life here now. ”

（5）I think the future of wildlife will be better and better. She smiled happily.

這句話本身可以接受，但是太“低幼”了些，完全可以用更高級凝練的語匯。改成“Hopefully， the future of wildlife would be bright， so she thought to herself.”是否能給讀者帶來更好的閱讀體驗？