高中英語讀后續寫教學策略探究

齊思賢

讀后續寫題型要求考生在理解一篇不完整文章的基礎上，充分調動想象及創新思維，預測文章缺失部分的內容走勢，進行續寫。短文多以記敘文或夾敘夾議類文章為主。根據Bachman和Palmer（2010）的語言能力模型，學生在續寫中運用了語法能力，篇章能力和策略能力，即通過與前文協同，確保語言使用的正確性，續寫與前文保持連貫，運用協同策略成功高效地完成續寫。讀后續寫既要模仿也要創造。學生如果掌握了這個新題型的解題方法，其英語學科核心素養也會相應得以提高。本文以浙江和山東高考題為例，分析讀后續寫教學策略。

浙江卷給出了劃線詞，總分為25分，按5個檔次評分：與所給短文及開頭語銜接;內容豐富;使用了劃線詞;語法結構及詞匯豐富準確;上下文連貫。山東卷沒有劃線詞，總分為25分，按7個檔次評分：內容質量、完整性、與原文情境是否融洽、詞匯和語法結構是否準確恰當多樣、上下文是否銜接、全文是否連貫。因此，在讀后教學中要引導學生關注續寫內容、詞匯語法以及篇章結構。

一、理解文章主題，梳理原文信息

1. 理清人物關系，抓住記敘文基本要素。指導學生從已給的故事開頭，抓住記敘文的幾個要素who， when，where，what，how， why. 以2020年山東卷為例：

2. 把握文章結構，梳理故事情節。可以利用思維導圖或下劃線在原文做標注，梳理故事情節發展脈絡。續寫通常是從故事發展的高潮寫起，如圖1.

二、把握內容、語言、結構，提升寫作水平

1. 根據主題與線索，構思情節發展。根據每段開頭句以及原文線索，可以把握故事發展的走向。通過巧設問題，推動情節發展。續寫部分要銜接自然流暢。以2020年山東卷為例。

Para 1： When Mrs. Meredith heard of Johns idea， she thought it was a good one， too.根據續寫開頭句可知Mrs. Meredith認同支持John的想法并付諸實踐。接下來進一步追問：

How to make popcorn？

When to tell the plan to Bernard and his parents？

Whats Bernard and his parents response to the plan？

Para 2： With everything ready， Bernard started out on his new business.

Where to sell the popcorn？

Whats peoples response to Bernard？

How Bernard feels？

2. 把握文體特點與語言風格。記敘文要以記敘、描寫為主。敘述和描寫關注細節，要細致、生動、感人。好的記敘文有這樣的特點：故事脈絡清晰明了;主題依靠細節描寫來烘托、映射或凸顯;運用形象的刻畫、豐富的體驗（視覺、聽覺、觸覺和嗅覺）;細節描寫豐富、充分、真實而細致。以2017年浙江卷為例。

Just as we excitedly marched to the site， we surprisingly found that we have no sleeping bags. On seeing Moms embarrassed face， we realized what had happened. Oh， Gosh！

We drove through several states and saw lots of great sights along the way. I looked out of the car window， winding rivers， lofty mountains， sunny beaches and deep valleys holding me entirely in their fascination.（視覺+環境描寫+擬人）

The fresh air was fragrant with scents from the earth， awakening all my cells to breathe greedily. The sun cast a warm golden glow on Moms face which seemed a little exhausted due to the freezing cold night.

3. 準確、恰當運用詞匯、語法。例：We had no choice but to stay and struggle through the night. During the night， David and I were blanketed with most of the clothes. Meanwhile， Mom embraced me in her arms all night long. When the morning dawned， we went on with our trip.（2017年浙江卷）

4.首尾照應，升華主題。It was Mom who filled our childhood with surprise， amusements and love as well. This is our Mom. Absent-minded and forgetful as she is， she never fails to let us know how much she loves us.（2017年浙江卷）

It turned out that their efforts not only helped a brother in need， but also gave themselves the sweet taste of helping others.（2020年山東卷）

5. 恰當運用修辭手法。以2020年浙江卷為例。

While it was looming like a dark cloud， we threw the bread at the bear a little bit at a time until it had run out.（比喻）

My mind raced like flash as my hands groped for anything that might keep us safe from the bears rampage.（比喻）

I ran back to the camp， stumbling a hundred times in my haste.（夸張）

由讀遷移到寫，培養了學生的想象力與創新能力，有很好的促學作用，有利于學生英語學科素養的培養。讀后續寫是高考英語的新題型，探究其教學策略，對高中英語教學具有指導意義。

責任編輯魏文琦