讀后續(xù)寫

林炳輝

【摘要】? 讀后續(xù)寫是當前流行的學習英語方法。它是由王初明教授所提出，將語言模仿與創(chuàng)造性使用相結合。在于釋放使用者想象力的同時提高其運用外語的能力。本文主要從五個方面闡述讀后續(xù)寫在寫作上的具體運用形式。

【關鍵詞】? 讀后續(xù)寫 寫結果 寫應對措施 寫經過 寫看法 圖文結合

【中圖分類號】? G633.41 ? ? ? ? ? ? ??? ? 【文獻標識碼】? A 【文章編號】? 1992-7711（2019）01-104-02

從教英語的老師都知道寫作對于后進生來說是個老大難的問題。許多學生要么是單詞不會，要么是語法不對，中國式英語一大堆，而且屢教不改，反復出現(xiàn)。學生一聽要寫作文就叫苦連天，批改的老師也是苦不堪言。頗有一種“本是同根生相煎何太急”的感覺。如何能夠提高學生的寫作興趣和能力？我想讀后續(xù)寫寫作訓練方法也許能有所改變？

讀后續(xù)寫是結合閱讀理解的基礎上進行寫作練習的一種方法（王初明 2012）這種寫作的方法有別于傳統(tǒng)的命題作文。它不但給予學生創(chuàng)設一種特定的語境，把后面的寫作部分顯得自然而然，有理有據(jù)，。同時它也可以降低學生寫作的難度。學生可以根據(jù)上文的時態(tài)，詞匯等進行開展，寫作可以循序漸進，由淺入深。上文也給予學生一個很好的引領和示范的作用。讀后續(xù)寫也有助于學生邏輯思維和創(chuàng)造性思維的培養(yǎng)，不再拘泥于以往命題作文的諸多限制。讀后續(xù)寫還能激發(fā)學生寫作的興趣，減輕對于寫作的一種心理壓力或障礙。讀后續(xù)寫更深層的意義所在是它符合語言學習的基本原則。外語學習基本是一個從無到有的過程，將他人使用語言的方式變?yōu)樽约赫Z言的過程，學會以他人使用語言的方式表達自己思想的過程（參閱Swain & Lapkin 1998） ，這個過程必定離不開模仿。嬰兒學說話就是最好的例子。不用刻意去教他語法或詞匯，小孩仍然能自然而然地學會說話。

讀后續(xù)寫是近些年來新出現(xiàn)的考試形式。2016年浙江省作為新高考的試點之一。新考題形式引起很大的反響。作為全國教育改革的前沿陣地——廣州也應該進行這一寫作方法的探索。讀后續(xù)寫在考試上面的應用效果還有待商榷，但用于平時英語寫作的訓練，效果是明顯的。那么如何開展讀后續(xù)寫呢？我個人覺得可以有很多種的形式，續(xù)寫也可以有多樣的形式。

根據(jù)上文，寫故事的發(fā)展和結果。

A farmer grew some vegetables in his garden. One day his wife was ill and he had no money. He had to sell some cabbages and carrots in the market. The next morning he took two baskets of vegetables to town. But it was raining hard that afternoon and there were few people in the street. When his vegetables were sold out， it was dark. He bought some medicine and hurried to his village.

On his way home he saw a person lying on the snow. He placed his baskets on the ground and was going to help the person to get up. At that time he found it was a dead man and there was much blood on his body. He was so afraid that he ran away quickly， without taking the baskets with him.

The next afternoon the farmer was sent to the police station. Having shown the baskets， an officer asked， “Are these yours” “Yes， sir.” the farmer answered timidly（膽怯地）. “Have you killed the man” “No， no， sir.” the farmer said in a hurry. “When did you see the dead man” “About seven last evening.” “Did you see who killed the man” “No， sir.” The officer brought out a knife and asked， “Have you seen it yet” “No， sir.” The officer became angry and told the policemen to beat him up and sent him into prison. the officer wanted to trap the farmer into the confession（供認）， but the farmer didnt admit he was the murderer.

Paragraph 1：

The officer was so angry that he asked the policeman to beat him up again.

Paragraph 2：

The farmer was lucky .A few days later，

注意：

1. 所續(xù)寫的短文詞數(shù)應為150左右;

2. 續(xù)寫部分分為二段，每段的開頭語已經為你寫好;

3. 續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。

二、根據(jù)背景材料，續(xù)寫應對的措施

Many newspapers and magazines have an advice page. People write to ask for help with their problems. The following Internet posts were written by four teenages to an online newspaper.

Anna： Im worried about my friend Jolin. She wants to be a model and she ‘s thin， but she thinks shes fat. Shes always on a diet. Shes getting too thin， but whenever I talk to her about this， she gets angry. How can I help her？

he thinks shes fat. Shes always on a diet. Shes getting too thin， but

whenever I talk to her about this， she gets angry. How can I help her？

Peter （posted 28-11-19：00）

I went out with a group of friends yesterday. We saw a lady lying in the street. She looked very sick. My friends made jokes about her and laughed. Though I wanted to help her， my friends told me not to. It was awful of them to laugh at her， and I regret not saying anything. I feel ashamed of myself should I do in this situation？

Simon （posted 28-11-21：03）

Ive just started wearing braces， but I hate them. I dont see any advantage in wearing them. My friends all laugh at me and say had things about me. I feel

embarrassed when I smile or open my mouth. The braces hurt my teeth， and its difficult for me to eat. I feel it was a mistake for my mother to make me wear these ugly braces. What do you suggest？

Julie （posted 28-11-22：02）

I have to share a room with my seven-year-old sister， and shes driving me mad！ She has a habit of playing the piano when Im studying， and she always takes? my things without telling me. I try to keep the room tidy， but she always makes a mess. I love my sister， but sometimes shes so annoying！ What should I do？

If you were Aunt Linda， what advice would you give to these teenagers？

注意：

針對以上同學反映的問題，替Aunt Linda回復。

要求詞數(shù)在120左右。

三、 根據(jù)故事的開始和結尾，編寫故事的發(fā)生經過

The story of 100，000 arrows

This is a story about two wise men——Zhuge Liang and Zhou Yu. The Chinese people have told it for many， many years.

One day ， Zhou Yu gave Zhuge Liang an impossible task . He asked him to make 100， 000 arrows within ten days. “No problem，” Zhuge Liang said . “ Ill bring you 100，000 arrows in three days.”……

Zhuge Liangs soldiers then turned the boats around and shouted ， “Thank you for your arrows， Cao Cao.” Zhuge Liang took all these arrows to Zhou Yu. There were more than 100. 000 of them.

補充完整故事內容。

字數(shù)要求100詞。

結合上文的介紹，提出你的看法和觀點。

Mobile phones （手機） have become a problem for middle schools. Some middle schools in Australia have banned （禁止） students from carrying mobile phones during school hours.? Mobile phones' use among children has become a problem for the school this year. Several children have got mobile phones as Christmas gifts， and more students will want them.

Mary Bluett， an official， said mobile phones' use is a distraction （分心的事） to students during school hours， and it also gives teachers so much trouble in their classrooms. Teachers said that sometimes students might use phone messages to cheat during exams.

She said some schools had tried to ban mobile phones. Some parents felt unhappy because they couldn't get in touch with their children.

Many teachers said students should not have mobile phones at school， but if there was a good reason， they could leave their phones at the school office. They also said there were many reasons why the students should not have mobile phones at school： they were easy to lose and were a distraction from studies.

Many people say that they understand why parents would want their children to have mobile phones， but they think schools should let the students know when they can use their mobile phones.

請針對以上反映的現(xiàn)象進行分析，發(fā)表你的看法并提出建議。

要求字數(shù)在100左右。

圖文結合，撰寫過程或結局。

One day Tom was kicking a ball under some trees. He once kicked it so hard that it got stuck between two branches of a tree. He was too short to reach the ball. Just as he was wondering how he could get it down， a man was passing by with an umbrella in his hand.

結合圖文內容，補充完整故事內容。

字數(shù)在100詞

六、仿照范文，進行仿寫

France is in Western Europe. It is a country with many beautiful places.

P airs is the capital of France. Here you will find many famous places of interest such as the Eiffel Tower. You can go to the Louvre Museum if you like art. The most famous street in Paris is the Champs-Elysees. This is the place to go if you want to visit some shops and department stores.

France is very famous for its wine. There are many vineyards in the centre of France and farmers grow grapes to make excellent French wine.

The south of France lies on the coast， and it is famous for its wonderful beaches. A French town by the sea is the perfect place for a summer holiday， but if you prefer to visit France in winter， you can try skiing on the mountains in the French Alps.

France has something for everyone， so why not visit France this year？

仿照范文，撰寫新文：China is calling.

要求字數(shù)120詞。

應使用5個以上短文中標有下劃線的關鍵詞語;

讀后續(xù)寫注意事項：

定位準確。老師了解學生的真實水平，控制閱讀材料的難度。如果一篇文 章，學生都不能讀懂就會出現(xiàn)離題或偏題的現(xiàn)象。因此，老師在選擇閱讀材料的時候，一定要關注學生的水平，如詞匯量，考試大綱以及課標要求等，這樣讀后續(xù)寫才能發(fā)揮它原有的優(yōu)勢或作用。 老師可以充分利用原教材里面的內容相關的題材讓學生進行續(xù)寫。如;廣州版八年級英語課本中學了The Trojan horse，我們老師可以編寫相關的故事來讓學生續(xù)寫，譬如：The Battle of Red Cliffs（火燒赤壁）

指引要清晰。? 讀后續(xù)寫一般有大量的背景材料，這樣便于學生了解故事概要。同時也給學生一個可以模仿借鑒的材料，排除原來母語的干擾。由于篇幅較長，老師有必要標注關鍵的詞語或時態(tài)，從而提醒學生寫作要注意的地方。有需要的時候，老師可以規(guī)定主題句、段首語或關鍵詞。

閱讀的材料要生動有趣，內容能延伸。只有這樣，才能更好地吸引學生的寫作興趣，激發(fā)創(chuàng)造和想象力。當然老師也可以選一些貼近學生生活，容易引起學生共鳴的閱讀材料。這樣學生才會覺得有話可寫，言之有物。

注意批改和評分的標準。因為是續(xù)寫，學生有很大發(fā)揮的余地，答案也各不相同。老師批改的時候，要靈活處理，客觀分析。這樣才能給學生一個客觀的評價。讀后續(xù)寫不一定適合一些重要的考試，如升中考，但在平時的作文訓練和單元測驗中使用是完全沒有問題的。

結束語：讀后續(xù)寫也是一種非常有效的讀后活動，教師在平時的教材處理中或者閱讀教學中都可以要求學生續(xù)寫，一方面考查學生對閱讀文本的理解程度，另一方面體現(xiàn)學生的創(chuàng)造性思維和語言運用能力。讀后續(xù)寫法作為一種重過程學習的方法，學習者可以在本身已經建構的知識框架的基礎上利用材料中原有的詞匯、句法等元素進行轉換創(chuàng)造模仿。學習者模仿創(chuàng)造過程是給根據(jù)一定的基礎和背景進行的，把學與用融合到統(tǒng)一的過程當中。這樣才可以舉一反三，事半功倍，溫故知新的效果。

讀后續(xù)寫形式可以不拘一格。按照它的理論指導可以衍生成讀后仿寫，讀后再說，讀后再記，說后再寫，聽后再說等等，所有這些方法都是可以轉化運用，并且原理都是相通的。它們都是以“續(xù)“促學。對話雙方相互不斷補全，拓展和創(chuàng)造說話內容，回應上文，表述下文（以“續(xù)”促學 王初明）。從某種意義來看，讀后續(xù)寫也跟番禺區(qū)近些年來提出的“研學后教”不謀而合。 學生通過對上文的理解和學習從而學有所得。這也許就是教無定法，學有方法的又一例證。

[本文參與廣州市教育科學規(guī)劃2016年度課題：初中英語閱讀教學的有效性研究（課題編號1201574671）]

[ 參? 考? 文? 獻 ]

[1]王初明.讀后續(xù)寫——提高外語學習效率的一種有效方法.

[2]王初明.以“續(xù)”促學.

[3]王初明.元魯霞 讀后續(xù)寫題型研究.

[4]朱亞玲.讀后續(xù)寫法作為新型英語學習方法的探討.

[5]蔣建君.高中英語讀后續(xù)寫的教學嘗試.