讀后續(xù)寫(xiě)

林炳輝

【摘要】? 讀后續(xù)寫(xiě)是當(dāng)前流行的學(xué)習(xí)英語(yǔ)方法。它是由王初明教授所提出，將語(yǔ)言模仿與創(chuàng)造性使用相結(jié)合。在于釋放使用者想象力的同時(shí)提高其運(yùn)用外語(yǔ)的能力。本文主要從五個(gè)方面闡述讀后續(xù)寫(xiě)在寫(xiě)作上的具體運(yùn)用形式。

【關(guān)鍵詞】? 讀后續(xù)寫(xiě) 寫(xiě)結(jié)果 寫(xiě)應(yīng)對(duì)措施 寫(xiě)經(jīng)過(guò) 寫(xiě)看法 圖文結(jié)合

【中圖分類號(hào)】? G633.41 ? ? ? ? ? ? ??? ? 【文獻(xiàn)標(biāo)識(shí)碼】? A 【文章編號(hào)】? 1992-7711（2019）01-104-02

從教英語(yǔ)的老師都知道寫(xiě)作對(duì)于后進(jìn)生來(lái)說(shuō)是個(gè)老大難的問(wèn)題。許多學(xué)生要么是單詞不會(huì)，要么是語(yǔ)法不對(duì)，中國(guó)式英語(yǔ)一大堆，而且屢教不改，反復(fù)出現(xiàn)。學(xué)生一聽(tīng)要寫(xiě)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(jué)。如何能夠提高學(xué)生的寫(xiě)作興趣和能力？我想讀后續(xù)寫(xiě)寫(xiě)作訓(xùn)練方法也許能有所改變？

讀后續(xù)寫(xiě)是結(jié)合閱讀理解的基礎(chǔ)上進(jìn)行寫(xiě)作練習(xí)的一種方法（王初明 2012）這種寫(xiě)作的方法有別于傳統(tǒng)的命題作文。它不但給予學(xué)生創(chuàng)設(shè)一種特定的語(yǔ)境，把后面的寫(xiě)作部分顯得自然而然，有理有據(jù)，。同時(shí)它也可以降低學(xué)生寫(xiě)作的難度。學(xué)生可以根據(jù)上文的時(shí)態(tài)，詞匯等進(jìn)行開(kāi)展，寫(xiě)作可以循序漸進(jìn)，由淺入深。上文也給予學(xué)生一個(gè)很好的引領(lǐng)和示范的作用。讀后續(xù)寫(xiě)也有助于學(xué)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(xiě)還能激發(fā)學(xué)生寫(xiě)作的興趣，減輕對(duì)于寫(xiě)作的一種心理壓力或障礙。讀后續(xù)寫(xiě)更深層的意義所在是它符合語(yǔ)言學(xué)習(xí)的基本原則。外語(yǔ)學(xué)習(xí)基本是一個(gè)從無(wú)到有的過(guò)程，將他人使用語(yǔ)言的方式變?yōu)樽约赫Z(yǔ)言的過(guò)程，學(xué)會(huì)以他人使用語(yǔ)言的方式表達(dá)自己思想的過(guò)程（參閱Swain & Lapkin 1998） ，這個(gè)過(guò)程必定離不開(kāi)模仿。嬰兒學(xué)說(shuō)話就是最好的例子。不用刻意去教他語(yǔ)法或詞匯，小孩仍然能自然而然地學(xué)會(huì)說(shuō)話。

讀后續(xù)寫(xiě)是近些年來(lái)新出現(xiàn)的考試形式。2016年浙江省作為新高考的試點(diǎn)之一。新考題形式引起很大的反響。作為全國(guó)教育改革的前沿陣地——廣州也應(yīng)該進(jìn)行這一寫(xiě)作方法的探索。讀后續(xù)寫(xiě)在考試上面的應(yīng)用效果還有待商榷，但用于平時(shí)英語(yǔ)寫(xiě)作的訓(xùn)練，效果是明顯的。那么如何開(kāi)展讀后續(xù)寫(xiě)呢？我個(gè)人覺(jué)得可以有很多種的形式，續(xù)寫(xiě)也可以有多樣的形式。

根據(jù)上文，寫(xiě)故事的發(fā)展和結(jié)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(rèn)）， 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(xiě)的短文詞數(shù)應(yīng)為150左右;

2. 續(xù)寫(xiě)部分分為二段，每段的開(kāi)頭語(yǔ)已經(jīng)為你寫(xiě)好;

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

二、根據(jù)背景材料，續(xù)寫(xiě)應(yīng)對(duì)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(duì)以上同學(xué)反映的問(wèn)題，替Aunt Linda回復(fù)。

要求詞數(shù)在120左右。

三、 根據(jù)故事的開(kāi)始和結(jié)尾，編寫(xiě)故事的發(fā)生經(jīng)過(guò)

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(bǔ)充完整故事內(nèi)容。

字?jǐn)?shù)要求100詞。

結(jié)合上文的介紹，提出你的看法和觀點(diǎn)。

Mobile phones （手機(jī)） 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(qǐng)針對(duì)以上反映的現(xiàn)象進(jìn)行分析，發(fā)表你的看法并提出建議。

要求字?jǐn)?shù)在100左右。

圖文結(jié)合，撰寫(xiě)過(guò)程或結(jié)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(jié)合圖文內(nèi)容，補(bǔ)充完整故事內(nèi)容。

字?jǐn)?shù)在100詞

六、仿照范文，進(jìn)行仿寫(xiě)

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(xiě)新文：China is calling.

要求字?jǐn)?shù)120詞。

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);

讀后續(xù)寫(xiě)注意事項(xiàng)：

定位準(zhǔn)確。老師了解學(xué)生的真實(shí)水平，控制閱讀材料的難度。如果一篇文 章，學(xué)生都不能讀懂就會(huì)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(shí)候，一定要關(guān)注學(xué)生的水平，如詞匯量，考試大綱以及課標(biāo)要求等，這樣讀后續(xù)寫(xiě)才能發(fā)揮它原有的優(yōu)勢(shì)或作用。 老師可以充分利用原教材里面的內(nèi)容相關(guān)的題材讓學(xué)生進(jìn)行續(xù)寫(xiě)。如;廣州版八年級(jí)英語(yǔ)課本中學(xué)了The Trojan horse，我們老師可以編寫(xiě)相關(guān)的故事來(lái)讓學(xué)生續(xù)寫(xiě)，譬如：The Battle of Red Cliffs（火燒赤壁）

指引要清晰。? 讀后續(xù)寫(xiě)一般有大量的背景材料，這樣便于學(xué)生了解故事概要。同時(shí)也給學(xué)生一個(gè)可以模仿借鑒的材料，排除原來(lái)母語(yǔ)的干擾。由于篇幅較長(zhǎng)，老師有必要標(biāo)注關(guān)鍵的詞語(yǔ)或時(shí)態(tài)，從而提醒學(xué)生寫(xiě)作要注意的地方。有需要的時(shí)候，老師可以規(guī)定主題句、段首語(yǔ)或關(guān)鍵詞。

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

注意批改和評(píng)分的標(biāo)準(zhǔn)。因?yàn)槭抢m(xù)寫(xiě)，學(xué)生有很大發(fā)揮的余地，答案也各不相同。老師批改的時(shí)候，要靈活處理，客觀分析。這樣才能給學(xué)生一個(gè)客觀的評(píng)價(jià)。讀后續(xù)寫(xiě)不一定適合一些重要的考試，如升中考，但在平時(shí)的作文訓(xùn)練和單元測(cè)驗(yàn)中使用是完全沒(méi)有問(wèn)題的。

結(jié)束語(yǔ)：讀后續(xù)寫(xiě)也是一種非常有效的讀后活動(dòng)，教師在平時(shí)的教材處理中或者閱讀教學(xué)中都可以要求學(xué)生續(xù)寫(xiě)，一方面考查學(xué)生對(duì)閱讀文本的理解程度，另一方面體現(xiàn)學(xué)生的創(chuàng)造性思維和語(yǔ)言運(yùn)用能力。讀后續(xù)寫(xiě)法作為一種重過(guò)程學(xué)習(xí)的方法，學(xué)習(xí)者可以在本身已經(jīng)建構(gòu)的知識(shí)框架的基礎(chǔ)上利用材料中原有的詞匯、句法等元素進(jìn)行轉(zhuǎn)換創(chuàng)造模仿。學(xué)習(xí)者模仿創(chuàng)造過(guò)程是給根據(jù)一定的基礎(chǔ)和背景進(jìn)行的，把學(xué)與用融合到統(tǒng)一的過(guò)程當(dāng)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(xiě)形式可以不拘一格。按照它的理論指導(dǎo)可以衍生成讀后仿寫(xiě)，讀后再說(shuō)，讀后再記，說(shuō)后再寫(xiě)，聽(tīng)后再說(shuō)等等，所有這些方法都是可以轉(zhuǎn)化運(yùn)用，并且原理都是相通的。它們都是以“續(xù)“促學(xué)。對(duì)話雙方相互不斷補(bǔ)全，拓展和創(chuàng)造說(shuō)話內(nèi)容，回應(yīng)上文，表述下文（以“續(xù)”促學(xué) 王初明）。從某種意義來(lái)看，讀后續(xù)寫(xiě)也跟番禺區(qū)近些年來(lái)提出的“研學(xué)后教”不謀而合。 學(xué)生通過(guò)對(duì)上文的理解和學(xué)習(xí)從而學(xué)有所得。這也許就是教無(wú)定法，學(xué)有方法的又一例證。

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

[ 參? 考? 文? 獻(xiàn) ]

[1]王初明.讀后續(xù)寫(xiě)——提高外語(yǔ)學(xué)習(xí)效率的一種有效方法.

[2]王初明.以“續(xù)”促學(xué).

[3]王初明.元魯霞 讀后續(xù)寫(xiě)題型研究.

[4]朱亞玲.讀后續(xù)寫(xiě)法作為新型英語(yǔ)學(xué)習(xí)方法的探討.

[5]蔣建君.高中英語(yǔ)讀后續(xù)寫(xiě)的教學(xué)嘗試.