基于窄式閱讀與ME策略備考高考英語讀后續(xù)寫

讀后續(xù)寫題型的總體要求是：閱讀一篇350詞以內(nèi)的語言材料，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事（教育部考試中心，2015）。在讀后續(xù)寫時(shí)，學(xué)生可以根據(jù)閱讀和記憶在輸入材料中出現(xiàn)的一些詞匯，句型結(jié)構(gòu)和情節(jié)，然后用之于續(xù)寫中，從而提高學(xué)生的英語學(xué)習(xí)效率（王初明，2012）。讀后續(xù)寫不僅重在寫，更重在讀，學(xué)習(xí)者在續(xù)寫前需先理解原文，與原文在情境模型和語言兩個(gè)層面上協(xié)同（王初明2017）。由此可見，閱讀（輸入）是寫作（輸出）的基礎(chǔ)。本文嘗試運(yùn)用實(shí)例分析如何基于窄式閱讀與ME策略，幫助學(xué)生理解原文，積累語料，續(xù)好故事。

一、窄式閱讀

窄式閱讀指的是閱讀同一風(fēng)格、同一主題的文章或某位作家的多部作品（StephenKrashen，1981）。閱讀同一主題的文章，有利于學(xué)生積累更多的詞匯和背景知識(shí)（黃淵柏，2003）。窄式閱讀策略，能夠使讀者對(duì)閱讀材料的主題達(dá)到熟悉（Van Patten，2004）。窄式閱讀策略在高中英語教學(xué)中對(duì)提高學(xué)生的詞匯水平更有促進(jìn)作用（朱紅，2015）。窄式閱讀可以幫助學(xué)習(xí)者內(nèi)化語言知識(shí)，梳理續(xù)寫思路，對(duì)續(xù)寫內(nèi)容、語言和結(jié)構(gòu)等方面有積極的促進(jìn)作用，并且高水平的學(xué)生讀后續(xù)寫的成績(jī)提升會(huì)更顯著（王紫明，2024）。也就是說，通過窄式閱讀能夠幫助學(xué)生理解文章主題，有效地為學(xué)生輸入語料，為寫作即輸出奠定基礎(chǔ)，是有效的讀后續(xù)寫備考策略。

二、ME策略

通過窄式閱讀，學(xué)生可以熟悉并理解文章主題，積累語料。為了能夠更好地掌握和運(yùn)用積累的語料，并最終提高讀寫技能，學(xué)生在備考過程中可以運(yùn)用ME策略對(duì)文章內(nèi)容進(jìn)行概括，對(duì)語料進(jìn)行歸納和整理。在ME策略中，M指的是人（Man），E指的是事（Event）。一篇文章常會(huì)圍繞人與事展開敘述，即某人做某事。文章主要內(nèi)容可概括為某人在做某事時(shí)開展的具體活動(dòng)和事情的總體進(jìn)展情況，以及整個(gè)事件過程中人物情感態(tài)度的變化和表現(xiàn)出的品質(zhì)特征或懂得的某種道理。

三、實(shí)例分析

（一）窄式閱讀文章熟悉主題

閱讀三篇主題相同的文章：人教版選擇性必修一Unit 1 Reading and Thinking： Tu Youyou AwardedNobelPrize，講述諾貝爾獎(jiǎng)獲得者屠呦呦的生平以及屠呦呦與團(tuán)隊(duì)發(fā)現(xiàn)青蒿素的過程，贊揚(yáng)了屠呦呦的堅(jiān)持不懈、無私奉獻(xiàn)和團(tuán)隊(duì)合作等優(yōu)秀品質(zhì)。人教版選擇性必修一Unit5Reading and Thinking：APioneer forAllPeople，講述雜交水稻之父袁隆平生平以及研發(fā)雜交水稻的過程，肯定了袁隆平的堅(jiān)持不懈、無私奉獻(xiàn)和創(chuàng)新精神等優(yōu)秀品質(zhì)。選擇性必修二Unit1Reading and Thinking： John Snow Defeats“ KingCholera”，講述現(xiàn)代流行病學(xué)之父JohnSnow通過調(diào)查研究最終戰(zhàn)勝霍亂的過程，肯定了JohnSnow認(rèn)真嚴(yán)謹(jǐn)?shù)目茖W(xué)精神和堅(jiān)持不懈的優(yōu)秀品質(zhì)。三篇文章都涉及科學(xué)研究這一主題，對(duì)三位科學(xué)家進(jìn)行了介紹，對(duì)他們所做的科學(xué)研究過程進(jìn)行了描述，對(duì)科學(xué)家們的科學(xué)研究成果及其帶來的影響進(jìn)行了評(píng)價(jià)，也對(duì)科學(xué)家們所作出的貢獻(xiàn)給予了肯定，對(duì)他們所具備的優(yōu)秀品質(zhì)進(jìn)行了宣揚(yáng)。

（二）ME策略概括主要內(nèi)容，整理語料

運(yùn)用ME策略，以科學(xué)研究為主題的記敘文主要內(nèi)容可歸納為：科學(xué)研究者（Researchers）做研究（Research）。具體內(nèi)容描寫科學(xué)研究者開展的研究活動(dòng)（Detailedactivities）和整個(gè)研究的進(jìn)展情況（Generalprocess），以及其情感態(tài)度（Attitudes/Feelings）的變化和展現(xiàn)的優(yōu)秀品質(zhì)（Qualities）。根據(jù)故事情節(jié)發(fā)展的三個(gè)階段，即研究前（Before the research）、研究中（Intheresearch）、研究后（Aftertheresearch），從以上三篇文章中歸納和整理語料，如下表：

（續(xù)上表）

（三）與科學(xué)研究相關(guān)的讀后續(xù)寫

總結(jié)近年來與科學(xué)研究主題相關(guān)的讀后續(xù)寫真題和模擬題如下表所示：

從上表中可以看出，與科學(xué)研究主題相關(guān)的讀后續(xù)寫故事多涉及完成項(xiàng)自或調(diào)查活動(dòng)，并以此延伸出更多的主題意義。主要內(nèi)容與科學(xué)研究類文章類似，運(yùn)用ME策略其主要內(nèi)容可概括為主人公完成項(xiàng)目。具體內(nèi)容描寫主人公完成項(xiàng)目開展的活動(dòng)（Detailedactivities）和整個(gè)項(xiàng)目的進(jìn)展情況（Generalprocess），以及其情感態(tài)度（Attitudes/Feelings）的變化并懂得了某種道理或?qū)W到優(yōu)秀品質(zhì)（Qualities）。故事情節(jié)可分為三個(gè)發(fā)展階段，即項(xiàng)目前（Beforetheproject）、項(xiàng)目中（In theproject）、項(xiàng)目后（After the project）。

（四）實(shí)例運(yùn)用

（2022年1月浙江卷）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

When Dr.Henderson was assigning（指定） project mates for his psychology class，I secretly hoped he would pair mewithmybest friend oratleastaclassmateI could have some fun with. Above all，I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparentlyhad a personality to match.As fate（命運(yùn)） wouldhave it，Dr.Hendersonverydeliberatelymatched everyone in class and announced that I would be working withthe one person in classIwanted to avoid.

I went up to my new teammate and introduced myself.HelookedatmeasthoughIweren'tthere.Ifelt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn’t mean or abusive. He just gave me the impression that he could do whatever project we dreamed up better if hedid italone.

Needlessto say，I didn't look forward to an entire teamofbeingbrushed off，butItried to make thebest of it and didn't say anything for fear that I would make things worse.

Theproject required each team to developa hypothesis（假說），set up an experiment to test the hypothesis，do the statistical analysis and present the findings. Whatever grade the team received would be sharedbyboth students.

When my teammate and I met to discuss our project，

I was uneasy. Here was this challenging student who had areputation for single-mindedness and good grades—the exact opposite of me.I actually wanted to drop the class at onepoint，but stopped short becauseI didn't want to give him the satisfaction of my chickening out. I decided tostick to it no matterwhat.

Afterlong discussions，we somehow agreed to do a studyon the psychological well -being of teenagers.I wasn’tsurewhatitmeantexactly，butatleast wehad a topic.

注意：

1．續(xù)寫詞數(shù)應(yīng)為150左右； 2．請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1： We started to meet regularly to draw up our plans. Paragraph 2： One day I got word that he was admittedtohospital foraseriousdisease.

1．原文故事分析

運(yùn)用ME策略概括主要內(nèi)容為：“我”和隊(duì)友共同完成心理學(xué)課項(xiàng)目。原文故事主要講述項(xiàng)目前（Beforetheproject）發(fā)生的事，主要內(nèi)容為：在心理學(xué)課上，“我”被老師分配和一位不僅嚴(yán)肅且能力和競(jìng)爭(zhēng)意識(shí)都很強(qiáng)的同學(xué)為一組做項(xiàng)目。剛開始“我”擔(dān)心會(huì)拖隊(duì)友后腿影響成績(jī)。在明確項(xiàng)目要求后，“我”和隊(duì)友通過討論商定好了項(xiàng)目的主題為青少年的心理健康。

2．續(xù)寫分析

根據(jù)ME策略總結(jié)的故事發(fā)展的三個(gè)階段以及段首句可以推斷出續(xù)寫情節(jié)主要講述項(xiàng)目中（Intheproject）和項(xiàng)目后（Aftertheproject）發(fā)生的事，具體內(nèi)容描寫“我”和隊(duì)友共同完成項(xiàng)目開展的活動(dòng)（Detailedactivities）和整個(gè)項(xiàng)目的進(jìn)展情況（Generalprocess），以及“我”對(duì)隊(duì)友的情感態(tài)度（Attitudes/Feelings）的變化并明白道理（Qualities）。

根據(jù)第一段段首句Paragraph1：Westartedtomeetregularlytodrawupourplans.，第一段續(xù)寫情節(jié)處于項(xiàng)目中，主要描述制定計(jì)劃并按照計(jì)劃開展調(diào)查研究活動(dòng)，以及在這期間“我”對(duì)隊(duì)友情感態(tài)度的變化。整個(gè)項(xiàng)目的進(jìn)展會(huì)遇到問題，但總體是向前順利發(fā)展的?！拔摇睂?duì)隊(duì)友的情感態(tài)度也會(huì)由原有隔閡與偏見向好的方向變化。

根據(jù)第二段段首句，Paragraph2：OnedayⅠgotword that he was admitted to hospital for a seriousdisease.，第二段情節(jié)既涉及項(xiàng)目中發(fā)生的事，也會(huì)涉及項(xiàng)目后的感悟。結(jié)合原文故事情節(jié)，“我”能力沒有隊(duì)友厲害，隊(duì)友病了，項(xiàng)目的進(jìn)展對(duì)“我”來說具有很大的挑戰(zhàn)性，但最終會(huì)因?yàn)椤拔摇钡膱?jiān)持或者隊(duì)友的鼓勵(lì)，項(xiàng)目得以完成并取得不錯(cuò)的結(jié)果。項(xiàng)目后“我”將意識(shí)到只要友好相處、努力付出，便能消除隔閡與偏見，收獲好的結(jié)果和真正的友情。

3．續(xù)寫故事

根據(jù)推斷的情節(jié)以及積累的語料續(xù)寫故事。

Paragraph 1： We started to meet regularly to draw up our plans. With the objective of finishing the project successfully，my teammate suggested we conduct itas required.Firstly，we reviewed a vast collectionof psychological texts to develop our hypothesis. After failing several times to come up with a viable idea，our project got stuck. I became frustrated. However，my teammate was determined and encouraged me to insist on examining more texts. By chance，we stumbled upon a study which suggested a possible link between teenagers’sleep patterns and their psychological well - being.Delighted and excited，we hugged and smiled together.Moreover，my teammate suspected that this could be the key factor. Consequently，we decided to design an experiment to test it.Our project went smoothly. Never did I think that we would get along so harmoniously and cooperate so pleasantly.

Paragraph 2： One day I got word that he was admitted to hospital for a serious disease. I was deeply concerned and went to see him.Unlike his normal serious manner，he said jokingly，“Now，you become the head of our project.”I had never expected that he had such an unknown side.I smiled and nodded firmly. I began to conduct the experiment and investigate alone. Fortunately，my teammate recovered soon. We worked togetherwith even more determination. We analyzed the keyinformation extracted from the experimental data. It seemed that our initial suspicion was correct. Later， we found supporting evidence that showed a strong link between irregular sleeping patterns andpoor psychological well-being. Thanks to our team effort， we completed the project and got a high grade. Deep down at heart，what I cherished much more was the friendshipI'veobtainedrather than thehigh grade.

四、結(jié)語

一方面，通過窄式閱讀，學(xué)生能夠更好地理解文章的主題，積累同一主題的語料。另一方面，通過ME策略，學(xué)生可以對(duì)積累的語料進(jìn)行整理以備續(xù)寫時(shí)更有效地使用；同時(shí)，學(xué)生能夠更容易理解和歸納原文故事的主要內(nèi)容，也能夠?qū)m(xù)寫情節(jié)做出更合理的推斷?？傊?，通過窄式閱讀和ME策略的運(yùn)用，學(xué)生的閱讀理解能力得以提高，讀后續(xù)寫的寫作能力得以提升，最終達(dá)到提高英語學(xué)習(xí)效率的目的。

【作者簡(jiǎn)介：中學(xué)英語一級(jí)教師，河源市邱彩花名師工作室助手，東源縣優(yōu)秀教師，廣東省基礎(chǔ)教育高中英語學(xué)科教研基地項(xiàng)目（河源）成員】

責(zé)任編輯 吳昊雷