駱敏潔+周道義

摘 要：讀后續(xù)寫題型結(jié)合閱讀理解進(jìn)行寫作，將語言輸入與輸出緊密結(jié)合，將語言的模仿與創(chuàng)造性使用有機(jī)結(jié)合，將語言的學(xué)習(xí)與運(yùn)用切實(shí)結(jié)合，旨在考查學(xué)生的綜合語言運(yùn)用能力。答題時(shí)，考生要把握短文核心內(nèi)容，理清寫作思路，使續(xù)寫內(nèi)容與原文之間邏輯銜接、情節(jié)和結(jié)構(gòu)完整。教師在進(jìn)行讀后續(xù)寫的教學(xué)中，形式要多樣，方法要靈活，選文要適合，評(píng)價(jià)要促學(xué)，從而提高學(xué)生的讀寫能力，使理解與產(chǎn)出緊密結(jié)合起來。

關(guān)鍵詞：讀后續(xù)寫；解答策略；教學(xué)建議

浙江作為高考綜合改革試驗(yàn)省份，將于2016年10月啟動(dòng)英語學(xué)科一年兩考的第一次高考。新高考將出現(xiàn)新的寫作題型——讀后續(xù)寫。這一題型一經(jīng)公布，立即引起了社會(huì)的極大關(guān)注。對(duì)于這樣一個(gè)全新的寫作題，考生在考試時(shí)該如何解答呢？教師又該如何開展相應(yīng)的教學(xué)呢？我們先來認(rèn)識(shí)一下讀后續(xù)寫這一題型。

一、題型解讀

讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查方式，旨在考查學(xué)生的綜合語言運(yùn)用能力[1]。讀后續(xù)寫題型結(jié)合閱讀理解進(jìn)行寫作練習(xí)，將語言輸入與輸出緊密結(jié)合，將語言的模仿與創(chuàng)造性使用有機(jī)結(jié)合，將語言的學(xué)習(xí)與運(yùn)用切實(shí)結(jié)合，是提高外語學(xué)習(xí)效率的好方法[2]。

（一）題型敘述

提供一段350詞之內(nèi)的語言材料，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫（150詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文[3]6。

（二）閱卷角度

1.與所給短文及段落開頭語的銜接程度；2.內(nèi)容的豐富性和對(duì)所給關(guān)鍵詞語的覆蓋情況；3.應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；4.上下文的連貫性[3] 6-7。

（三）考查內(nèi)容

以閱讀理解為基礎(chǔ)，以寫作為產(chǎn)出。閱讀是輸入、是基礎(chǔ)，寫作是輸出、是提升。讀后續(xù)寫題考查語言知識(shí)（詞匯、語法等）、閱讀能力（閱讀技巧、理解能力、文本分析等）、邏輯思維能力和寫作能力。

（四）選文體裁特色

以記敘文為主，一般不會(huì)出現(xiàn)說明文或議論文。因?yàn)橛洈⑽脑掝}更貼近生活，上下文連貫性強(qiáng)，結(jié)構(gòu)清晰，在結(jié)尾處常有結(jié)局（結(jié)論）或提升，更適合用于讀后續(xù)寫題型。

（五）選文題材特色

故事性強(qiáng)，主題有一定的背景，材料有趣味性，內(nèi)容能延伸，能激發(fā)學(xué)生的想象力和續(xù)寫沖動(dòng)。閱讀材料難度適當(dāng)，易于理解和模仿。

（六）題型特點(diǎn)

試題兼顧引導(dǎo)和限制。10個(gè)畫線詞匯（續(xù)寫中必須選用5個(gè)以上）、段落要求以及每段的開頭語，既能引導(dǎo)考生順勢(shì)構(gòu)思，又能防止考生偏離主題無限想象，便于準(zhǔn)確評(píng)分。

二、答題策略

下面，舉一具體實(shí)例，來談?wù)勅绾芜M(jìn)行讀后續(xù)寫的寫作。

（一）題目

閱讀下面短文，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。

Right beside You

It had been a year since Susan， thirty-four， became blind. As the result of a medical accident she was sightless， suddenly thrown into a world of darkness， anger， frustration and self-pity. Once an independent woman， Susan now became a powerless， helpless burden on everyone around her. No matter how much she cried or prayed， she knew the painful truth that her sight was never going to return. All she had to cling to was her husband Mark.

Mark was an Air Force officer and he loved Susan with all his heart. When she first lost her sight， he watched her sink into despair and he became determined to use every means possible to help his wife.

Finally， Susan felt ready to return to her job， but how would she get there？ She used to take the bus， but she was now too frightened to get around the city by herself. Mark volunteered to ride the bus with Susan each morning and evening until she got the hang of it. And that is exactly what happened.

For two weeks， Mark， military uniform and all， accompanied Susan to and from work each day. He taught her how to rely on her other senses， specifically her hearing， to determine where she was and how to adapt to her new environment. He helped her befriend the bus drivers who could watch out for her， and save her a seat.

Each morning they made the journey together， and Mark would take a taxi back to his office. Although that meant he had to travel through the city and the routine was costly and exhausting， Mark knew it was only a matter of time before Susan would be able to ride the bus on her own. He believed in her.

Finally， Susan decided that she was ready to try the trip on her own. Monday morning arrived. Before she left， she embraced her husband tightly， her eyes filled with tears of gratitude for his loyalty， his patience， and his love. She felt she was so lucky for he had given her a gift more powerful than sight.

注意：

1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；

2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語；

3. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；

4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語。

Paragraph 1：

She said goodbye and， for the first time， they went their separate ways.

Paragraph 2：

On Friday morning， as Susan was stepping onto the bus as usual， the driver said，“Miss， I sure envy you.” Curious， Susan asked the driver why.

（二）答題步驟

1.把握短文核心內(nèi)容

仔細(xì)閱讀所給短文，把握短文核心內(nèi)容是完成續(xù)寫的前提?！癛ight beside You”一文的核心內(nèi)容為：Susan由于一次醫(yī)療事故而導(dǎo)致雙目失明。處于極度悲傷的Susan得到了丈夫Mark真摯而深沉的愛和體貼的幫助。在Mark無微不至的關(guān)愛、鼓勵(lì)和照顧下，Susan重拾自信，積極面對(duì)新的生活，同時(shí)也讓我們理解了愛的真諦。

2.理清寫作思路

（1）明確故事人物關(guān)系

故事中的主要人物為Susan， Mark， the bus driver。Susan和Mark是一對(duì)夫妻，the bus driver是Susan上下班途中的公交司機(jī)。

（2）理清故事主要事件

Susan因?yàn)橐淮吾t(yī)療事故而導(dǎo)致雙目失明；Susan極度悲傷，對(duì)生活失去了信心；Mark對(duì)Susan不離不棄，幫助Susan重拾信心；Susan在Mark的幫助下，能夠獨(dú)立面對(duì)新的生活。

（3）預(yù)測(cè)故事發(fā)展

根據(jù)已知人物、事件及要求續(xù)寫段落的首句可以預(yù)測(cè)故事總體的發(fā)展應(yīng)該是Susan在Mark的幫助下，重拾信心，能夠獨(dú)立地面對(duì)新生活。

根據(jù)要求續(xù)寫段落Paragraph 1提供的開頭語“She said goodbye and， for the first time， they went their separate ways”可以預(yù)測(cè)，下文可能是描寫Susan第一次獨(dú)自乘公交車的具體情景。這一情景將通過動(dòng)作描寫來展現(xiàn)一位盲人在公共場(chǎng)合的行為。這樣的預(yù)測(cè)內(nèi)容緊跟文本，合乎邏輯。從Paragraph 2提供的開頭語“On Friday morning， as Susan was stepping onto the bus as usual， the driver said，‘Miss， I sure envy you.Curious， Susan asked the driver why”可以預(yù)測(cè)，接下來就是司機(jī)解釋了為什么羨慕Susan的原因。這原因可能是對(duì)前面Mark所做事情的一個(gè)總結(jié)，也可能是進(jìn)一步拓展，Mark為Susan做的一些其他令人感動(dòng)的事情。

（4）羅列寫作要點(diǎn)

結(jié)合選文中畫線詞語和文本內(nèi)容，展開盡可能豐富的想象，羅列出盡可能多的故事發(fā)展情節(jié)。例如，第一段可以通過問以下問題來獲取寫作要點(diǎn)。

Question 1： Could Susan go to work on her own？

Points： She had some difficulty； She made her way carefully up the steps with the white cane； She got on the bus carefully and slowly ...

Question 2： How did she make her way？

Points： She paid the driver； She felt her way to the seat； She put down her briefcase and placed her cane against her leg ...

第二段可以通過問以下問題來獲取寫作要點(diǎn)。

Question 3： Why did the driver envy Susan？

Points： Her husband watched and accompanied her every time she went to work； He watched her cross the street and go into her office building ...

Question 4： How did Susan feel after she got the answer？

Points： She was excited and deeply moved to tears when she got the truth； She was full of gratitude and happiness ...

3.完成續(xù)寫任務(wù)

She said goodbye and， for the first time， they went their separate ways. She made her way carefully up the steps with the white cane. She paid the driver and then， using her hands to feel the location of the seats， settled into one. She placed her briefcase on her lap and rested her cane against her leg. Monday， Tuesday， Wednesday， Thursday ...， each day everything on her own went perfectly. She was doing it！

On Friday morning， as Susan was stepping onto the bus as usual， the driver said，“Miss， I sure envy you.” Curious， Susan asked the driver why.“You know， every morning for the past week， a fine looking gentleman in a military uniform has been standing across the corner watching you when you get off the bus. He makes sure you cross the street safely and he watches you until you enter your office building. You are one lucky lady，” the bus driver said. When she knew the fact， tears poured down Susans cheeks， tears full of gratitude and happiness as well. Susan knew that she wouldnt have made such great progress without Marks help. Its Marks love that brought light into darkness.

三、答題技巧

（一）合理拓展情節(jié)

讀后續(xù)寫首先要讀通給定文本，把握故事的人物和事件。在此基礎(chǔ)上根據(jù)提示對(duì)故事的發(fā)展做出合情合理又合乎邏輯的預(yù)測(cè)。為了將預(yù)測(cè)過程顯性化，可以通過設(shè)問的方式，將預(yù)測(cè)重點(diǎn)以問題的方式顯示出來，有利于后續(xù)寫作時(shí)的信息整理和語言組織。在以上例子中，我們通過四個(gè)問題來拓展整理自己的寫作思路。這四個(gè)問題以事情發(fā)展的進(jìn)程以及Susan的變化為中心，問題之間有一定的邏輯聯(lián)系，符合故事發(fā)展的合理結(jié)局。

（二）有效運(yùn)用連接手段

在具體的寫作過程中我們要對(duì)羅列的要點(diǎn)進(jìn)行篩選和整合，還要考慮寫作要點(diǎn)之間連接手段的有效運(yùn)用，例如范文中for the first time， each day等詞的運(yùn)用體現(xiàn)時(shí)間上的邏輯關(guān)系。這些連接詞的使用可以使文本更加緊湊連貫。

四、教學(xué)建議

讀后續(xù)寫需要學(xué)習(xí)者先理解原文，構(gòu)建情境模式，而后創(chuàng)造性地續(xù)寫內(nèi)容。在創(chuàng)作過程中，學(xué)習(xí)者需與原文的情境模式協(xié)同，以確保續(xù)寫的內(nèi)容和語言與原文連貫。

語言理解的主要方式有聽和讀，語言產(chǎn)出的主要形式有說和寫。從聽說讀寫四種基本語言技能來看，理解和產(chǎn)出有四種組合，分別是：聽說結(jié)合、聽寫結(jié)合、讀說結(jié)合、讀寫結(jié)合。這些結(jié)合都能促進(jìn)語言學(xué)習(xí)，但是它們的區(qū)別是理解與產(chǎn)出結(jié)合的強(qiáng)度不同。兩者結(jié)合越緊密，交互協(xié)同越強(qiáng)勁，拉平效應(yīng)越顯著，學(xué)習(xí)效率越高。以理解與產(chǎn)出緊密結(jié)合的標(biāo)準(zhǔn)來衡量，讀后續(xù)寫不僅將理解與產(chǎn)出緊密結(jié)合起來，而且符合外語語境下聽說機(jī)會(huì)較少而讀寫條件充分的特點(diǎn)，是一種提高外語學(xué)習(xí)效率的好方法。基于以上認(rèn)識(shí)，我們提出以下教學(xué)建議。

（一）形式要多樣

讀后續(xù)寫的教學(xué)形式除了讀寫結(jié)合外，還可以用聽說結(jié)合、聽寫結(jié)合、讀說結(jié)合等。比如，聽說結(jié)合可以是先聽后復(fù)述，或聽后說出每一段的段落大意；聽寫結(jié)合有各種聽寫方式，包括聽后寫出文本的主題大意；讀說結(jié)合有讀后口頭復(fù)述課文，或讀后進(jìn)行小組討論以把握故事發(fā)展線索。

（二）方法要靈活

為了幫助學(xué)生理清思路，教學(xué)時(shí)可以保留被抹去段落的主題句或者段落首句；或者提供開頭或結(jié)尾，要求續(xù)寫中間部分；或者畫出閱讀材料中有助于續(xù)寫的短語、句型或關(guān)鍵詞，提醒學(xué)生運(yùn)用；或者讓學(xué)生分小組討論閱讀材料的續(xù)寫內(nèi)容，加強(qiáng)互動(dòng)，激活想象力，合作完成續(xù)寫任務(wù)。

（三）選文要適合

閱讀材料的語言難度要控制，要易于模仿。生詞太多、語言太難會(huì)影響理解，不利于續(xù)寫。閱讀材料不宜太短。閱讀材料是模仿的樣板，材料適當(dāng)長(zhǎng)一些，內(nèi)容就豐富一些，語言變化也多些，這樣續(xù)寫思路更加明確，協(xié)同更易發(fā)生，內(nèi)容更加連貫。多向?qū)W生推薦閱讀材料，進(jìn)行不加限制的續(xù)寫，啟發(fā)思維，提高閱讀寫作能力，鞏固語言知識(shí)。如推薦O Henry的短篇小說“The Cop and the Anthem”“The Gift of the Magi”“The Last Leaf”“A Cosmopolite in a Cafe”以及Mark Twain的“Running for Governor”等等。

（四）評(píng)價(jià)要促學(xué)

批改和評(píng)分要以促學(xué)為導(dǎo)向。評(píng)分標(biāo)準(zhǔn)要包括內(nèi)容和語言兩個(gè)方面：續(xù)寫的內(nèi)容要求思維清晰，想象豐富，與閱讀材料的內(nèi)容連貫；語言表達(dá)要求準(zhǔn)確流暢，使用閱讀材料中的詞語和句型較多且恰當(dāng)。

參考文獻(xiàn)：

[1]劉慶思，陳康.關(guān)于一年兩考高考英語試卷中讀后續(xù)寫設(shè)計(jì)的研究[J]. 中小學(xué)外語教學(xué)（中學(xué)篇），2016（1）：2.

[2]王初明.讀后續(xù)寫——提高外語學(xué)習(xí)效率的一種有效方法[J].外語界，2012（5）：2.

[3]中華人民共和國(guó)教育部考試中心.普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語科考試說明（高考綜合改革試驗(yàn)省份試用）（第一版）[M]. 北京：高等教育出版社，2015.