整合教材讀后續(xù)寫
——高中英語寫作教學(xué)新探

陳友紅（平潭城關(guān)中學(xué)，福建平潭350400）

整合教材讀后續(xù)寫
——高中英語寫作教學(xué)新探

陳友紅
（平潭城關(guān)中學(xué)，福建平潭350400）

讀后續(xù)寫是結(jié)合閱讀理解進行寫作的一種外語教學(xué)方法，近幾年受到了教育界的廣泛關(guān)注。文章結(jié)合個人教學(xué)實踐，通過整合教材，從構(gòu)建支架、巧用關(guān)鍵詞、活用開頭語和拓寬渠道四個方面闡述了利用教材內(nèi)容開展讀后續(xù)寫的教學(xué)嘗試。

高中英語;讀后續(xù)寫;嘗試

英語教學(xué)開展讀后續(xù)寫，能培養(yǎng)學(xué)生的邏輯思維能力、評判性思維和創(chuàng)新思維能力，在提升學(xué)生解決問題能力的過程中，也能兼顧學(xué)科的育人價值。讀后續(xù)寫對高中學(xué)生讀寫能力的形成提出了更高的要求，在讀寫過程中要求續(xù)寫內(nèi)容能夠與原文進行渾然一體的銜接，這就要求續(xù)寫者能夠深刻地了解所讀文章的含義，以及文章的表現(xiàn)手法，才能更好且快速地找到其中的技巧，保證續(xù)寫文章的連貫性，就像王初明教授所說的，學(xué)生續(xù)寫時，伴有前文構(gòu)建的語境，伴有語言模仿的樣板，伴有內(nèi)容創(chuàng)新的依據(jù)，使得前讀與后續(xù)連貫，內(nèi)容新穎，語言流暢。［1］因此，對于廣大高中學(xué)生來說，在英語閱讀教學(xué)中利用教材內(nèi)容進行讀后續(xù)寫的方式不僅能夠奠定良好的寫作基礎(chǔ)，同時還能夠?qū)⑺械慕虒W(xué)重點結(jié)合在一起，從而進行整理、應(yīng)用和升華，從整體上提高英語水平。

讀后續(xù)寫類作文提供一段350個詞以內(nèi)的語言材料，要求學(xué)生依據(jù)材料內(nèi)容、所給段落開頭語和所標關(guān)鍵詞進行續(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)結(jié)構(gòu)完整的短文。它的特點包括：書寫詞數(shù)150左右；文章體裁多為富有情節(jié)的記敘文，偶爾也有議論文、詩歌等；在原文中畫出十個關(guān)鍵詞，在續(xù)寫中必須使用五個以上；文章為兩段，每段給出開頭語；多用半開放性質(zhì)形式來進行邏輯續(xù)寫，偶爾也有自己發(fā)揮的、完全開放性質(zhì)的續(xù)寫形式。

一、讀后續(xù)寫類作文的教材整合

針對讀后續(xù)寫的要求和特點，加強對它訓(xùn)練的重要性和緊迫性是顯而易見的，而對于廣大學(xué)生來說，英語的閱讀量首先是對教材文章的閱讀，因此，為了更好地服務(wù)于讀后續(xù)寫，做好續(xù)寫的準備，教師對教材的梳理整合是非常必要的。讀后續(xù)寫的選材多為情節(jié)豐富的記敘文，人教版高中英語教材所出現(xiàn)的一百多篇文章（包括Workbook），并不都適用于讀后續(xù)寫，筆者對這些文章進行有效的梳理整合，以便使用時有的放矢。這些適用的教材內(nèi)容大致歸納為三類。

（一）帶有續(xù)集類

必修一第3單元“Journey down the Mekong Part 1 and Part 2”；必修三第2單元“Come and eat here①and②）”以及必修三第3單元“Themillion pound bank note Act1,Scene 3 and Act1,Scene 4”，這些帶續(xù)集的文章特別適用于在第一篇文章結(jié)尾對故事進行續(xù)寫，這樣既充實了對文章的理解又激發(fā)了學(xué)生續(xù)寫文章的熱情，而且有后續(xù)文章可對照成功率，學(xué)生倍感興趣。

（二）無續(xù)集記敘文類

必修二第2單元“The story of Atlanta”和必修二第4單元“How Daisy learned to help wildlife”；以及必修三第1單元“A sad love story”；必修四第1單元“Why not carry on her good work?”這些都是很好的讀后續(xù)寫的選材。

（三）議論文、詩歌鑒賞類

選修六第4單元“The earth is becoming warmer-but does it matter?”選修七第2單元“Satisfaction guaranteed”以及選修六第2單元Using language中的“I’ve saved the summer”這些文章續(xù)寫起來難度較大，需要學(xué)生采用完全開放式的寫作方法，根據(jù)文章的思路自己發(fā)揮，以培養(yǎng)學(xué)生的創(chuàng)新思維能力。

通過了解讀后續(xù)寫的要求和特點，整合教材內(nèi)容，教師應(yīng)充分發(fā)揮教材的作用，引導(dǎo)學(xué)生開展讀后續(xù)寫，挖掘?qū)W生的想象力，培養(yǎng)學(xué)生的思維能力，提高他們的英語水平。

二、開展讀后續(xù)寫的教學(xué)嘗試

（一）構(gòu)建“支架”

讀后續(xù)寫是讀寫相連，密不可分的，充分的閱讀為后續(xù)的寫作做足了準備。因此，為了更好地閱讀文章，教師應(yīng)該有效梳理文章結(jié)構(gòu)，構(gòu)建“支架”。支架式教學(xué)模式是基于建構(gòu)主義理念的核心教學(xué)模式之一。［2］在初期，教師應(yīng)給學(xué)生相應(yīng)的指導(dǎo)，搭建“支架”。隨著學(xué)生學(xué)習的深入與水平的提高，教師的作用會相應(yīng)地降低，直至最后完全由學(xué)生自己獨擋一面進行讀后續(xù)寫。例如，必修二第4單元“How Daisy learned to help wildlife”故事的情節(jié)是這樣的：坐飛行毯旅行的小女孩Daisy親眼目睹了藏羚羊、非洲象和熱帶雨林猴子的不同生存環(huán)境，清醒地意識到保護野生動物工作的重要性和緊迫性，其結(jié)尾是：The carpet flew home.As they landed,things began to disappear.Two minutes later everything had gone--the monkey,too.So Daisy was not able to make her new drug.But what an experience!She had learned somuch!And there was alwaysWWF……為了學(xué)生更好地理解文章并進行續(xù)寫，筆者順勢構(gòu)建了如下問題支架：

Whatelse do you know aboutendangered animals?

Do you have some knowledge about protecting thewild animals?

Have you experienced any animal-savingwork?

這樣做的目的是為了讓學(xué)生的思路與原作者的意圖保持一致，幫助學(xué)生學(xué)會揣摩作者意圖，按事情發(fā)展的邏輯續(xù)寫結(jié)尾，訓(xùn)練學(xué)生在讀后續(xù)寫中使用半開放性質(zhì)的寫作手法。同時教師還可構(gòu)建發(fā)散思維支架，讓學(xué)生展開聯(lián)想，發(fā)揮自己的想象力，使文章的結(jié)尾豐富多彩，具有評判性，以鍛煉學(xué)生的開放性寫作手法的能力。如必修三第1單元“Using language-A sad love story”文章主要講述了Li Fang在情人節(jié)那天，在咖啡店苦等Hu Jin,但沒有等到她，在回家路上傷心地把準備送給Hu Jin的禮物扔掉，這時他卻看見了Hu Jin，文章的結(jié)尾寫道：Whatwould he do?He had thrown away her Valentine gifts!She would never forgive him.This would not be a happy Valentine’s Day!文章結(jié)尾既沒有寫明Hu Jin是否原諒了Li Fang，也沒介紹他們是否分手，給讀者留下很多聯(lián)想的空間。筆者在教學(xué)這篇文章時，是這樣梳理文章結(jié)構(gòu)，為學(xué)生續(xù)寫做準備的：The background time of the story is Valentine’s Day.When we talk about the Valentine’s Day in China,we think of the story of Qiqiao Festival.It describes the story between Niulang and Zhinu.We can develop the end of story between Li Fang and Hu Jun according to the plot of Chinese love story.并提出了如下發(fā)散思維問題：

Would Hu Jin forgive Li Fang?If not,what would happen?

Would Hu Jin believe LiPing had been waiting for her allnight finally?If so,whatwould happen?

以此來引導(dǎo)學(xué)生進行發(fā)散思維，給故事來個多彩的收尾。

（二）巧用關(guān)鍵詞

筆者在讀后續(xù)寫教學(xué)進程中提供10個原文中的關(guān)鍵詞，要求學(xué)生選用5個以上續(xù)寫文章，這樣能讓學(xué)生在讀后續(xù)寫中加強關(guān)鍵詞的訓(xùn)練。例如：必修四第1單元中的“Why not carry on her good work?”一文介紹的是作者受林巧雅無私奉獻醫(yī)學(xué)事業(yè)的事跡所感動，立志效仿她學(xué)醫(yī)的故事，文章的結(jié)尾是這樣的：By this time I was very excited,why not study atmedical college like Lin Qiaozhiand carry on her good work?Itwas still not too late forme to improvemy studies,prepare for the university entrance examination,and……就此筆者在文中畫出了如下10個關(guān)鍵詞讓學(xué)生運用：can’twait to,specialist in, follow,Lin Qiaozhi,it is……that,further,carry on,I,good work,tired并要求在續(xù)寫完成后用下劃線劃出自己所使用的5個以上的關(guān)鍵詞。

根據(jù)文章的情節(jié)和原文中劃出的關(guān)鍵詞以及兩段開頭語(I was finally admitted to a medical college in Xiamen University和Several years later……),可以推斷續(xù)寫的內(nèi)容應(yīng)是作者“我”受林巧稚無私奉獻的醫(yī)療美德所影響，成了一個醫(yī)療工作者并以她為榜樣，開展自己的日常工作。因此，在續(xù)寫使用關(guān)鍵詞時，要充分考慮這些特點進行文章構(gòu)思，使關(guān)鍵詞起畫龍點睛作用，使文章的思路、人物的思想活動、性格特點前后一致。而且為了更活地使用關(guān)鍵詞可將它們按記敘文的特點以人物、時間、地點、具體名詞和抽象名詞進行分類。如，人物I,Lin Qiaozhi；具體名詞medicalworker和抽象名詞further information等，這樣能使關(guān)鍵詞的功能突顯出來，教師還應(yīng)進一步指導(dǎo)學(xué)生巧用關(guān)鍵詞來描繪所發(fā)生的動作和人物的心理活動，如can’t wait to visit; follow her steps;tired,lying on the ground……

例1：

I was finally admitted to medical college in Xiamen University,one in Lin Qiaozhi’s hometown.I can’twait to visit Lin Qiaozhi Museum to explore further information about her.There I learned more details which are relevant to her.They made me more determined to be a medical worker.I learn from her that if someone wants to be a specialist inmedical career,he/shemustbe rich inmedical knowledge,hard-working,unselfish,devoted to helping others without asking for reward.Several years later,I became a doctor in the countryside.Because of the poor condition,I have to work overtime.Sometimes I am tired, lying on the ground.But inspired by the spirit of LinQiaozhi,Iam full of energy.It is her devotion to her work and her unselfish action that drivesme to be a doctor.Why not follow her steps to provide more people help?Only in thisway can Icarry on her good work.

（三）活用開頭語

讀后續(xù)寫不但要求學(xué)生會使用關(guān)鍵詞，還要求順勢利用段落開頭語。續(xù)寫是分兩段進行的，每一段的開頭語都已給出。在續(xù)寫第一段時，要根據(jù)開頭語使續(xù)寫內(nèi)容與原文進行無縫隙對接，使之前后呼應(yīng)，渾然天成。第二段實際上是續(xù)寫的結(jié)尾，要根據(jù)開頭語順著情節(jié)發(fā)展灌注人物的思想情懷。例如：必修三第2單元Come and eathere(1)介紹的是Wang Peng和Yong Hui開了兩家菜譜大相徑庭的餐館，因此產(chǎn)生了生意上的競爭。文章結(jié)尾是這樣的：The competition between the two restaurants was on!筆者給每段提供了這樣的開頭語：

Towin his customers back,Wang Peng….

But Yong Huiwouldn’t let it go and they had a talk one afternoon……

根據(jù)第一段的開頭語，續(xù)寫時要考慮Wang Peng為贏回顧客的心理活動和可能采取的行動。根據(jù)第二段的開頭語可推斷Wang Peng的心理活動應(yīng)該是自私的，不陽光的，而且其行動也將是站不住腳的，因此可將故事的結(jié)局設(shè)計為兩種可能：一是合而雙贏，二是相互拆臺，互相打壓，結(jié)果雙方雞飛蛋打。

例2：

To win his customers back,Wang Peng first felt very unhappy because of his empty restaurant.Thinking of his situation,he then spied on Yong Hui’s menus after following his customer to Yong Hui’s curiously.He went back hopefully to take action to run his business at a discountwith a sign intending towin his customersback.

But Yong Huiwouldn’t let it go and they had a talk one afternoon.Yong Hui suspected Wang Peng had done something bad to take away her customers.Wang Peng explained to her what he had done only meantmaking a living and didn’tmean to hurt others,and suggested to her that they should combine their advantages.Their misunderstanding melted.They had a co-operation and gradually fell in love each other to become a couple,living happily.

還可以將第二段續(xù)寫成另一種結(jié)局：

But Yong Huiwouldn’t let it go and they had a talk one afternoon.Over the talk,Yong Huiaccused Wang Peng of his spying on her business.But he wouldn’t give in. They had to stop the talk without results.From then on they tried to win their own customers back by lowering prices and wouldn’t forgive each other.In the end they both had to shut their restaurants.Some years later,they met in the street in ragswith regret.

又如，在進行“How Daisy learned to help wildlife”續(xù)寫時，筆者提供了如下段落開頭語，以使文章前后銜接，激活學(xué)生的想象力，施展運用語言的能力。

The next day,Daisy sent an e-mail to WWF,saying that……

WWF also told Daisy themedicine she referred to in the e-mail……

例3：

The next day,Daisy sent an e-mail to WWF,saying what she had seen during her trip,describing the emergency that the animals are faced and sought advice on how to protect endangered animals.A few days later,the reply to the e-mail in the distant area came.They thought highly of Daisy’s action,appreciated Daisy’s efforts and urged Daisy to help her classmates and friends and relatives to realize the importance ofwildlife protection and try to protect the nature environment which is vital for animals to survive.They sent her a famous sentence about protecting animals from Yao Ming∶When the buying stops, the killing can too.

WWF also told Daisy themedicine she referred to in the e-mail was being developed.Noticing the benefits of protecting the nature environment,Daisy was in relief and decided to do something asWWF suggested.

（四）拓寬渠道

1.拓寬文章體裁渠道

盡管讀后續(xù)寫文章體裁多為記敘文，但議論文或詩歌也是可以培養(yǎng)學(xué)生寫作和思維能力的。因此教師要盡可能地在訓(xùn)練學(xué)生記敘文寫作的同時，拓寬渠道進行其它體裁文章的讀后續(xù)寫訓(xùn)練，提高寫作水平，比如選修六第2單元“Using language,I’ve saved the summer”.這是一首詩歌，它傳達的是“I”would give it all to you;give you all I own and help you down the road till you’ve found your own,筆者在指導(dǎo)學(xué)生對該文章進行讀后續(xù)寫時，先引導(dǎo)學(xué)生梳理結(jié)構(gòu)，搭建順勢“支架”：Who is the speaker in the poem?And who is he/she speaking to?

Student A∶A parent(mother/father)is speaking to a young adult child(son or daughter)The reasons can be learnt from bellows∶I’ve saved the summer……and I’vesaved some sunlight.

Teacher∶Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin on his/her own journey through life. Please givemore examples.

Student B∶When the speaker says∶Till you are older……h(huán)e/she is implying that he/she is much older than the young person.So he/she is speaking to a younger adult.

Student C∶We know that the speaker is probably a parent because he/she is offering the child unconditional love.It can be learnt from the following sentence∶But if you have a need for love,Iwillgive all Iown.

這樣學(xué)生就弄清了文章的人物關(guān)系以及說話者所要傳達的情感，然后根據(jù)關(guān)鍵詞和段落開頭語展開自己的續(xù)寫，提升自己應(yīng)對各種體裁文章讀后續(xù)寫的能力。

2.拓寬文章選材渠道

讀后續(xù)寫中的閱讀材料會影響學(xué)生續(xù)寫表現(xiàn)，材料選得好可直接產(chǎn)生良性學(xué)習效應(yīng)。［3］因此，教師除了利用教材內(nèi)容讓學(xué)生進行讀后續(xù)寫訓(xùn)練外，還應(yīng)該篩選一些內(nèi)容豐富，情節(jié)生動，適宜高中學(xué)生閱讀特點的文章來加強訓(xùn)練，豐富寫作經(jīng)驗，提升應(yīng)對策略。如2017年浙江省高考英語試卷讀后續(xù)寫文章內(nèi)容是這樣的：Mac和兩個朋友騎自行車去阿拉斯加，途中兩個朋友車壞了得留下修理，鼓勵Mac先騎行上路，他們后續(xù)趕上，結(jié)果Mac在途中遭遇狼的追趕，文中詳細地刻畫描寫了Mac為擺脫狼的糾纏所展示的心理活動和動作過程。Paul和Becky駕車看到危急情況并幫助他擺脫困境。題目要求根據(jù)情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事，它提供了這樣的關(guān)鍵詞：Mac,friends, bicycle,pedaled,home,wolf,jumped,cars,climbed,Paul。兩段文章的開頭語分別是：

Paragraph 1∶The car abruptly stopped in frontofhim.

Paragraph 2∶A few minutes later,the other two cyclists arrived.

這種類型的文章內(nèi)容豐富，情節(jié)結(jié)構(gòu)合理，人物心理活動和動作描寫生動有趣，富有哲理，關(guān)鍵詞設(shè)計如名詞、動詞等功能性詞語布局完整，開頭語過渡性強，學(xué)生有話可講，容易進行前后銜接，展開聯(lián)想。在選材時教師應(yīng)盡力拓寬文章選材渠道，收集類似的規(guī)范性、精準性、合理性強的文章供學(xué)生進行讀后續(xù)寫，有助于激發(fā)學(xué)生的想象力和邏輯思維能力，提高寫作水平。

讀后續(xù)寫，顧名實義，要以閱讀為前提，在充分理解文章內(nèi)容、作者意圖的背景下展開續(xù)寫的。因此在日常教學(xué)活動中，為了提高學(xué)生讀后續(xù)寫的能力，教師要充分利用教材內(nèi)容，搭建合理支架，巧用關(guān)鍵詞，活用開頭語，拓寬練習渠道，加強讀后續(xù)寫的訓(xùn)練，提高學(xué)生的綜合語言運用能力。

［1］王初明.內(nèi)容要創(chuàng)造語言要模仿——有效外語教學(xué)和學(xué)習的基本思路［J］.外語界，2014（5）.

［2］李玉苑.支架式教學(xué)模式在高中英語聽說教學(xué)中的應(yīng)用［J］.基礎(chǔ)教育外語教學(xué)研究，2011（11/12）.

［3］王初明.讀后續(xù)寫——提高外語學(xué)習效率的一種有效方法［J］.外語界，2013（5）.

（責任編輯：周大明）