高中生英語(yǔ)讀后續(xù)寫能力培養(yǎng)途徑之我見(jiàn)

嚴(yán)潔蓉

摘要：浙江省新高考英語(yǔ)寫作部分題型第二節(jié)為讀后續(xù)寫或是概要寫作，本文就提高學(xué)生讀后續(xù)寫能力提出一些建議和看法。

關(guān)鍵詞：新高考；讀后續(xù)寫；關(guān)鍵信息；語(yǔ)言特點(diǎn)

中圖分類號(hào)：G632.0 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1992-7711（2017）08-0063

《普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)科考試說(shuō)明（高考綜合改革試驗(yàn)省份試用）（第一版）》已經(jīng)公布。作為試點(diǎn)開(kāi)始單位，2016年10月份開(kāi)始的浙江省新高考英語(yǔ)科目考試題型有重大變化，其中英語(yǔ)寫作分為兩部分：第一節(jié)為應(yīng)用文寫作；第二節(jié)為讀后續(xù)寫或概要寫作。本文就提高學(xué)生讀后續(xù)寫能力提出一些建議和看法。以2016年10月高考讀后續(xù)寫為例。

讀后續(xù)寫，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。

One weekend in July， Jane and her husband， Tom， had driven three hours to camp overnight by a lake in the forest. Unfortunately， on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake， Jane was so angry that

she said to Tom， “Im going to find a better spot for us to camp” and walked away.

With no path to follow， Jane just walked on for quite a long time. After she had climbed to a high place， she turned around， hoping to see the lake. To her surprise， she saw nothing but forest and， far beyond， a snowcapped mountain top. She suddenly realized that she was lost.

“Tom！” she cried. “Help！”

No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving， but the farther she walked， the more confused she became. As night was beginning to fall， Jane was so tired that she had to stop for the night. Lying awake in the dark， Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him.

Jane rose at the break of day， hungry and thirsty. She could hear water trickling （滴落）somewhere at a distance. Quickly she followed the sound to a stream. To her great joy， she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now， Jane began to walk along the stream and hope it would lead her to the lake.

As she picked her way carefully along the stream， Jane heard a helicopter. Is that for me？ Unfortunately， the trees made it impossible for people to see her from above. A few minutes later， another helicopter flew overhead. Jane took off her yellow blouse，

thinking that she should go to an open area and flag them if they came back again.

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(yǔ)；3. 續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)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(yǔ)。

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But no more helicopter came and it was getting dark again.

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It was daybreak when Jane woke up.

讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語(yǔ)言運(yùn)用能力，主要聚焦在以下三個(gè)方面：

一、把握短文關(guān)鍵信息和語(yǔ)言特點(diǎn)的能力。學(xué)生需要了解給定短文的主要內(nèi)容，清楚其關(guān)鍵詞和語(yǔ)言結(jié)構(gòu)的使用情況，并通過(guò)續(xù)寫短文表現(xiàn)出來(lái)。endprint

1. 此時(shí)需要學(xué)生了解主要內(nèi)容：標(biāo)明核心詞、核心句，梳理語(yǔ)篇內(nèi)容的推進(jìn)方向

Jane and her husband， Tom，...driven three hours to camp...a lake in the forest...quarrel... walked away...lost...stop for the night...rose at the break of day...to a stream...drank and ate a few berries...hope it would lead her to the lake...heard a helicopter... Unfortunately， the trees made it impossible for people to see her...A few minutes later， another helicopter...yellow blouse...

二、語(yǔ)言運(yùn)用的準(zhǔn)確性和豐富性。期望學(xué)生在詞匯和語(yǔ)言結(jié)構(gòu)的使用方面準(zhǔn)確、恰當(dāng)，能夠根據(jù)內(nèi)容需要使用較多、較復(fù)雜的詞匯和語(yǔ)言結(jié)構(gòu)。

1. 按人物、環(huán)境、情節(jié)動(dòng)詞等分類劃線詞

2. 分析原文寫作風(fēng)格，特殊語(yǔ)法結(jié)構(gòu)有時(shí)間狀語(yǔ)從句，結(jié)果狀語(yǔ)從句，條件狀語(yǔ)從句，賓語(yǔ)從句，DOING，直接引語(yǔ)，虛擬語(yǔ)氣，倒裝，疑問(wèn)句，感嘆句，介詞短語(yǔ)等

三、創(chuàng)造性思維能力。這是對(duì)學(xué)生續(xù)寫短文內(nèi)容的要求，期望學(xué)生續(xù)寫的短文具有較豐富的內(nèi)容。該試題具有一定的開(kāi)放性，要求學(xué)生詳細(xì)和生動(dòng)地描述情景、態(tài)度和感情（教育部，2003），符合課程標(biāo)準(zhǔn)的要求和學(xué)生的能力水平。學(xué)生可以緊扣語(yǔ)境構(gòu)思情節(jié)。

1. 據(jù)第一段開(kāi)頭DARK可知，又要在荒野再過(guò)一晚。環(huán)境描寫。大量心理活動(dòng)，后悔？想念？期待？堅(jiān)持？夜里有沒(méi)有遇到蛇、老虎、獅子？

2. 據(jù)第二段開(kāi)頭WOKE UP可知，第一段應(yīng)有JANE入睡的情節(jié)。

3. 第二段情節(jié)可能：醒來(lái)看到TOM；或者醒來(lái)在醫(yī)院；或者貴人相助；或者直升機(jī)救援；或者獨(dú)自找到湖。

此外，教師在日常教學(xué)中可以引導(dǎo)學(xué)生在閱讀時(shí)認(rèn)真分析文本內(nèi)容和語(yǔ)言，并將分析結(jié)果運(yùn)用于之后的續(xù)寫中，幫助學(xué)生通過(guò)語(yǔ)言模仿和內(nèi)容創(chuàng)新不斷提高自己的寫作能力。

（作者單位：浙江省溫州市第五十一中學(xué) 325000）endprint