淺談讀后續(xù)寫

蘇小玲

讀后續(xù)寫是在傳統(tǒng)題型考查基礎上對學生語言能力考查的一大提升。該題型是“讀+寫”較為完美的結合。英語綜合運用能力從單純的“輸出”轉變?yōu)椤拜斎?輸出+創(chuàng)新+邏輯思維”的綜合考查，體現(xiàn)了新課程標準中的“語言能力+思維品質”培養(yǎng)。這就要求學生在理解一篇不完整語篇的基礎上，充分調動想象創(chuàng)新思維，大膽預測文章缺失部分的內容走勢，進行富有邏輯、充滿個性色彩的設計，并用英語進行續(xù)寫表達。

讀后續(xù)寫要求情節(jié)合理，情感豐富，表達多樣，銜接自然。

一、閱讀材料厘清要點。

仔細閱讀所給故事材料，搞清楚六個要素：故事的主要人物（who）， 時間（when），地點（where），事件（what）， 原因（why），及如何發(fā)展（how），即5 個W 和一個how。領悟主要人物的情感和心理變化，從而促成學生對未知情節(jié)的合理預測。

二、打開思路合理來預測。

訓練學生根據(jù)兩段段首語來推理情節(jié)發(fā)展方向;根據(jù)關鍵詞來建構故事大致框架。這就要求教師指導學生學會運用故事發(fā)展脈絡，生活常識，社會經(jīng)驗等，激發(fā)其合理想象，從而使續(xù)寫部分故事情節(jié)更加充實豐滿。

三、掌握微技能升級表達。

讀后續(xù)寫—微技能—副詞增色

Carefully/ Cautiously， he steppedover all the broken glass.

（2016. 10 浙江高考讀后續(xù)寫范文摘錄）Para1：But no more helicopterscame and it was getting dark again.Immediately，an absolute darkness ruledthe forest（. 時間副詞銜接+環(huán)境描寫）

詞匯拓展：Instantly， Simultaneously，Joyfully，Cheerfully， Hesitantly， Desperately…（用于句首）

with + 抽象名詞：with fluency，with care， with delight…

in +抽象名詞：in surprise， in disguise，in comparison…

讀后續(xù)寫—微技能—形容詞添彩

（2016.10 浙江高考讀后續(xù)寫范文摘錄） Para 1： But no more helicopterscame and it was getting dark again.Desperate and hopeless， Jane kneltdown， tears streaming down her face.（并列情緒形容詞）

（2016.10 浙江高考讀后續(xù)寫范文摘錄）Para 2： It was daybreak when Janewoke up. Weak as she was， she struggledto her feet， continuing searchingfor assistance. （狀態(tài)形容詞+ as/though引導的倒裝句）

讀后續(xù)寫—微技能—介詞短語

At the end of the lane he suddenlystopped.

At the sight of the snake， the littlegirl screamed at the top of hervoice.

短語拓展：at the thought of ， inadvance of， at the advantage of ， inbehalf of， in consequence of， in fearof… in fascination， at expense of， at ones height， at a loss， at ones mercy，at random， at the risk of， beyondwords

讀后續(xù)寫—微技能—句子優(yōu)化和整合

比如：突然，她的寵物狗靠近她，把她給嚇壞了。（主+謂+賓）

Suddenly her pet dog walked toher and made her very afraid.

Abruptly， her pet dog approachedher and scared/frightened her.

她當時在考慮一道物理難題的解決方法。突然，她的寵物狗靠近她，把她給嚇壞了。

She was tackling the approach toa challenging physics problem when allof a sudden the approach of her petdog frightened her.

讀后續(xù)寫—微技能—加分“靚句”

Noticing Susan s unhappiness，Rose secretly suggested making acrown with flowers to please her. （-ing作狀語）

The man to whom I spoke onthe phone last night is very good atwrestling and will be a fantastic helper.（定語從句）

It was this unique experience thatmade me understand whatever weare faced ， we mustnt give up tothis desperate （強調句）

What happened today made me

realize that forgiveness is a kind of virtue.（主語從句、賓語從句）

It occurred to me/struck me/ hitme / came to me that I had left mykeys at home（形式主語，主語從句）

No sooner had I entered thedark cave than it began to rain unexpectedly.

Hardly had I entered the darkcave when it began to rain unexpectedly.

Scarely had I entered the darkcave when it began to rain unexpectedly.（狀語從句，倒裝）

He lay on his back， his teeth set，his right hand clenched on his breast，and his glaring eyes looking straightupward. （動作描寫）

Despite the fact that he was busytoday，he went to pick us up at theairport.（同位語從句）

總之，在讀寫結合課堂中，為實現(xiàn)以“讀”促“寫”的目標，教師借助思維工具和問題鏈，為學生搭建“寫作”需要的文本的框架結構、主題與內容以及語言和句式的支架。教師通過不同的活動，幫助學生在探究意義的過程中通過語境自然而然地關注、體驗、學習和內化語言。學生通過寫作輸出活動達到閱讀知識的遷移與運用，有效地提升學生的寫作能力和思維品質。讀后續(xù)寫的思路和內容并不一定是唯一的，只要是樂觀正向的表達都可以。學生可以根據(jù)自己對文章的理解，對文章的結尾有不同的、合理的詮釋。