邊讀邊問(wèn)，攻克高考讀后續(xù)寫的讀與續(xù)

邊閱讀邊提問(wèn)是一種有效的深度學(xué)習(xí)方法，它不僅有助于讀者掌握文章內(nèi)容，還能深化對(duì)文章主題的理解。此外，這種方法也是實(shí)現(xiàn)與原文高度契合的續(xù)寫的關(guān)鍵。那么，考生在閱讀高考讀后續(xù)寫材料時(shí)，應(yīng)該如何進(jìn)行有效提問(wèn)呢？以下將以2024年新高考全國(guó)I卷讀后續(xù)寫為例，進(jìn)行詳細(xì)分析。

一、邊閱讀邊提問(wèn)，攻克讀后續(xù)寫的閱讀部分

高考讀后續(xù)寫的閱讀材料通常是記敘文?？忌陂喿x時(shí)，應(yīng)該帶著以下問(wèn)題進(jìn)行：故事的主要人物是誰(shuí)（who）？他們有什么性格特點(diǎn)？他們?cè)诤螘r(shí)（when）、何地（where）、做了何事（what）？人物的情感態(tài)度是如何變化的（how）？作者講述這個(gè)故事想要傳達(dá)的價(jià)值觀是什么（why），即文章的主題是什么？

在閱讀時(shí)，考生首先應(yīng)提問(wèn)故事的敘述人稱是第幾人稱？通常，敘事視角的主人公就是主要人物之一。同時(shí)，考生應(yīng)圈出人名（首字母大寫）。故事中至少應(yīng)有兩個(gè)主要人物。在本文中，由于是以第一人稱視角敘述，因此“I”是主要人物之一。通過(guò)閱讀，我們可以迅速確定另一個(gè)主要人物是Gunter。那么“I”和Gunter之間的關(guān)系是什么呢？從第一自然段“I ran like crazy through the airport building and jumped into the first taxi on the rank…”和第二自然段“That was when I met Gunter”中，我們可以推斷出“I”是乘客，Gunter是出租車司機(jī)。

接下來(lái)，考生應(yīng)提問(wèn)：主要人物的性格特點(diǎn)是什么？從“When I was about to give up，Gunter fished out his little phone and rang up a friend…”可知，Gunter在溝通障礙解決問(wèn)題時(shí)，顯示出他的耐心和善良。而“Gunter parked the taxi behind the bus，turned around，and looked at me with a big smile on his face. ‘We made it.’ he said.”這一描述則體現(xiàn)了Gunter樂(lè)觀積極的性格。

考生還需提問(wèn)：故事發(fā)生的時(shí)間和地點(diǎn)是什么？從“I met Gunter on a cold， wet and unforgettable evening in September”和“I had planned to fly to Vienna and take a bus to Prague for a conference…”中，我們可以知道故事發(fā)生在一個(gè)寒冷潮濕的9月夜晚，地點(diǎn)是機(jī)場(chǎng)到汽車站的路上以及汽車站。

然后，考生應(yīng)繼續(xù)提問(wèn)：“I”和Gunter之間發(fā)生了什么故事？故事的高潮是什么？第一自然段介紹了背景，即“I”乘坐飛機(jī)前往維也納，然后計(jì)劃乘坐公交車前往布拉格參加會(huì)議，但由于暴風(fēng)雨導(dǎo)致航班晚點(diǎn)，只剩下30分鐘時(shí)間趕最后一班車。第二和第三自然段描述了Gunter盡力準(zhǔn)時(shí)將“I”送到汽車站。第四和第五自然段則是故事的高潮，即“I”因沒(méi)帶零錢且車站取款機(jī)故障，無(wú)法支付Gunter車費(fèi)。

此外，考生還應(yīng)提問(wèn)：主要人物的情感態(tài)度是怎樣變化的？通過(guò)閱讀，我們可以看到“I”一下飛機(jī)就急于趕往布拉格，此時(shí)心情是焦慮的（anxious）。而在向Gunter多次說(shuō)明目的地時(shí)，由于Gunter很困惑，“I”感到絕望（desperate）。由“After a heated discussion that lasted what seemed like a century…”可知，當(dāng)我聽(tīng)到Gunter與他的朋友激烈討論如何前往汽車站時(shí)，我感到非常焦慮和擔(dān)憂（worried）。由“Thankfully，there was a long queue still waiting to board…”可知，當(dāng)我抵達(dá)汽車站，發(fā)現(xiàn)盡管只剩下2分鐘汽車就要發(fā)車，但還有很多人在排隊(duì)等候，我感到無(wú)比慶幸（thankful）。由“I flashed him an apologetic smile as I pulled out my Portuguese bankcard”可知，當(dāng)我意識(shí)到自己沒(méi)有足夠的零錢支付車費(fèi)時(shí)，我感到羞愧和歉意（ashamed and sorry）。由 “A feeling of helplessness washed over me as I saw the bus queue thinning out”可知，當(dāng)我目睹排隊(duì)的人群逐漸減少，而Gunter還未成功取到錢時(shí)，我感到了極度的無(wú)助（helpless）。

最后，我們還要提問(wèn)：文章的主題是什么？文章的主題是陌生人之間的互相信任和幫助。這個(gè)故事講述了作者在一次出差途中，與出租車司機(jī)Gunter共同克服困難，解決支付車費(fèi)問(wèn)題的經(jīng)歷。它傳達(dá)了一個(gè)信息：即使在陌生的環(huán)境中，人與人之間也能建立起信任，并通過(guò)誠(chéng)信和善良的行為來(lái)解決問(wèn)題。通過(guò)邊閱讀邊提問(wèn)的方法，讀者不僅能夠深入理解故事情節(jié)，還能挖掘文章的深層主題，從而實(shí)現(xiàn)從表面到深層的理解過(guò)程。

二、邊閱讀邊提問(wèn)，攻克讀后續(xù)寫的續(xù)寫部分

邊閱讀邊提問(wèn)不僅是理解文章的有效手段，也是構(gòu)建續(xù)寫情節(jié)的重要方法。在續(xù)寫時(shí)，我們應(yīng)該結(jié)合閱讀材料、續(xù)寫的兩段的首句和正能量的原則來(lái)進(jìn)行有效提問(wèn)，從而預(yù)測(cè)情節(jié)發(fā)展。

看到續(xù)寫首句“I ran back to Gunter and told him the bad news”時(shí)，我們可以自問(wèn)：我向Gunter傳達(dá)了什么壞消息？根據(jù)前文“…popped my card in，only to read the message： Out of order. Sorry.”，我們可以推斷出壞消息是取款機(jī)故障，我無(wú)法取出錢來(lái)支付車費(fèi)。接下來(lái)，我們繼續(xù)提問(wèn)：Gunter對(duì)這一消息有何反應(yīng)？他會(huì)說(shuō)什么？做什么？他的情感態(tài)度如何？可以想象，Gunter可能會(huì)感到驚訝、失望和焦急（surprised amp; disappointed amp; anxious）。他可能沒(méi)想到取款機(jī)會(huì)出問(wèn)題，面對(duì)即將發(fā)車的汽車和我無(wú)法支付的情況，他可能會(huì)顯得有些茫然和無(wú)助（lost amp; helpless）。我的反應(yīng)又是怎樣的呢？我可能會(huì)感到非常抱歉、尷尬和焦慮（sorry amp; embarrassed amp; anxious）。我可能會(huì)滿臉通紅地向Gunter道歉，并盡力思考解決方案。我應(yīng)該如何解決車費(fèi)問(wèn)題呢？

在構(gòu)思續(xù)寫時(shí)，考生還需要逆向思維，根據(jù)第二自然段的首句來(lái)推測(cè)第一自然段的結(jié)尾。由“Four days later，when I was back in Vienna，I called Gunter as promised.”可知，我的解決方案是承諾在返回維也納時(shí)支付車費(fèi)。面對(duì)這種情況，Gunter可能會(huì)有什么反應(yīng)？考慮到Gunter的性格特點(diǎn)和正能量的原則，我們可以推測(cè)Gunter會(huì)信任我，同意我的提議。

第二自然段的首句提到四天后我回到維也納，按照承諾給Gunter打電話。我們可以繼續(xù)提問(wèn)：Gunter接到電話后的反應(yīng)是什么？他可能會(huì)感到驚訝和高興（surprised amp; delighted），并會(huì)盡快趕到約定的地點(diǎn)。他可能會(huì)對(duì)我這個(gè)陌生人能夠履行承諾感到驚訝，同時(shí)也為能夠收到車費(fèi)而高興。我會(huì)做什么？說(shuō)什么？我的情感態(tài)度是什么？可我很感激（thankful），會(huì)感謝他的信任和善良，支付車費(fèi)，并給予他可觀的小費(fèi)作為感謝。面對(duì)這種情況，Gunter可能會(huì)有什么反應(yīng)？他可能會(huì)因?yàn)閹椭宋叶械礁吲d（delighted），但作為一個(gè)善良的人，他可能會(huì)拒絕小費(fèi)，只接受車費(fèi)。

最后，我們可以問(wèn)：我和Gunter的故事就這樣結(jié)束了嗎？鑒于Gunter的善良和樂(lè)觀，以及我的誠(chéng)實(shí)守信，我們可能會(huì)成為好朋友，并保持聯(lián)系。我從這次經(jīng)歷中學(xué)到了什么？我決定今后如何行動(dòng)？從這個(gè)故事中，我可能明白了陌生人之間也可以建立信任，善良和信任可以讓世界更美好。我決定將這種善良傳遞給他人。

以下通過(guò)邊閱讀邊提問(wèn)、自問(wèn)自答構(gòu)思情節(jié)，深度學(xué)習(xí)2024年新高考全國(guó)I卷讀后續(xù)寫時(shí)所提的問(wèn)題和回答的匯總。

I ran back to Gunter and told him the bad news．

Q1： What was the bad news？

The bad news was that I couldn’t withdraw cash from the ATM because it was out of order．

Q2： How did Gunter react to the situation？ （feelings/actions/words/thoughts）

Feelings：He felt surprised，disappointed，and a bit worried．

Actions：He was at a loss for a moment，not sure how to resolve the issue．

Words：“What？ That’s such bad luck！”

Q3： How did I react to the situation？

Feelings：I felt deeply embarrassed，apologetic，and extremely anxious．

Actions：I offered a sincere apology to Gunter and strained to think of a solution．

Words：“I’m so sorry about this. I didn’t expect the ATM to be broken.”

Q4： How to solve the problem？

I proposed that I would pay the fare upon my return from Prague．

Q5： How did Gunter react to the situation？

He hesitated for a moment but then agreed to my proposal，jotting down his phone number for me to contact him later．

The ending of paragraph one： Despite the delay，I managed to board the bus to Prague，promising to settle the fare with Gunter on my return．

Four days later， when I was back in Vienna， I called Gunter as promised．

Q1： How did Gunter react to the situation？ （feelings/thoughts/actions/words）

Feelings： He was both surprised and pleased．

Actions： He promptly arranged to meet me at the agreed location．

Words： “I didn’t expect you to actually call back！ That’s great.”

Q2： How did I react to the situation？

Feelings： I felt a sense of gratitude towards Gunter．

Actions： I arranged to meet him at the bus station，where I intended to pay him the fare and offer a tip for his kindness．

Words： “Thank you so much. Your kindness means a lot to me. Can we meet at the bus station at 3 pm. today？ I’ll take care of the payment then.”

Q3： How did Gunter react to the situation？

Feelings： He was delighted to receive the fare but insisted on refusing the tip．

Actions： He accepted the fare with a smile but pushed away the extra money．

Words： “It was my pleasure to help. The tip isn’t necessary.”

Q4： What happened to us after the experience？

We forged a strong friendship and maintained regular contact．

Q5： What did I learn from the experience？

I learned that even a small act of kindness can brighten someone’s day，and it’s trust and honesty that shape the world．

Q6： What did I decide to do in the future？

I resolved to continue spreading kindness to others in any way I could．

The ending of paragraph two： With the fare settled and a new friendship formed，I parted with Gunter，looking forward to our next encounter．

One possible version：

I ran back to Gunter and told him the bad news. As he processed the information，his face mixed with a complex blend of surprise，disappointment，and concern.“What？ This is such terrible luck，” he exclaimed. My own worry and discomfort mounted，my cheeks reddening with embarrassment. I was at a complete loss for how to rectify the situation. Then，an idea struck me，and I proposed，“Could I settle my taxi fare upon my return from Prague？ This is my last chance to catch the bus，and the meeting is crucial for me. Please！” I immediately offered him my business card and my watch as a guarantee. Gunter took my business card but declined to accept my watch. He hurriedly wrote down his phone number，handed it to me，and expressed with sincerity，“I hope you’ll honor your promise.” Overwhelmed with gratitude，I shook his hand firmly，promising I would keep my word. I then dashed to the bus with all my might and managed to secure a spot．

Four days later，when I was back in Vienna，I called Gunter as promised. He was visibly startled and thrilled to hear from me. “I didn’t think you’d actually call back，” he said，his voice brimming with joy. “Thank you so much for your kindness. You’ve been incredibly helpful，” I replied genuinely. “Could you pick me up at the bus station at 3 pm. today？ I’ll settle the bill then.” Without a moment’s hesitation，Gunter agreed. Upon our meeting，I expressed my heartfelt appreciation and paid him for the round trip，adding a generous tip for his kindness. He accepted the fare but declined the tip，insisting，“It was my pleasure. I’m happy I could help you.” His words filled me with warmth and gratitude. From that day on，Gunter and I have maintained a strong friendship and consistent communication. I am determined to pass on the kindness and love I received．

三、結(jié)語(yǔ)

在閱讀高考讀后續(xù)寫的材料時(shí)，我們主要圍繞著記敘文六要素進(jìn)行提問(wèn)。這包括：故事的主要人物是誰(shuí)（who）？這些人物之間有何關(guān)系？他們各自具有怎樣的性格特點(diǎn)？故事發(fā)生在何時(shí)（when）、何地（where）、發(fā)生了何事（what）？人物的情感態(tài)度是如何變化的（how）？以及作者通過(guò)這個(gè)故事想要傳達(dá)的價(jià)值觀是什么（why）？

在續(xù)寫時(shí)，我們的問(wèn)題主要圍繞“How did sb. react to the situation？”，即“在特定的情境下，主要人物說(shuō)了什么、做了什么、想了什么，以及他們的情感態(tài)度如何”。這樣的提問(wèn)有助于我們深入理解人物的心理和行為的動(dòng)機(jī)，從而更加準(zhǔn)確地預(yù)測(cè)故事的發(fā)展。

在故事的結(jié)尾部分，我們通過(guò)回答“What did sb. learn from the experience？”和“What did sb. decide to do in the future？”這樣的問(wèn)題，不僅能夠升華文章的主題，還能夠促進(jìn)深度學(xué)習(xí)的發(fā)生。這種方法不但幫助我們更好地理解故事內(nèi)容，而且在續(xù)寫時(shí)讓我們做到保持與原文主題和風(fēng)格的一致性，從而實(shí)現(xiàn)與原文高度契合的續(xù)寫。通過(guò)邊閱讀邊提問(wèn)，考生能夠提高自己的閱讀理解能力和創(chuàng)造性寫作能力，為攻克高考讀后續(xù)寫打下堅(jiān)實(shí)的基礎(chǔ)。

練習(xí)：

When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did.

So， why did he suddenly force me to do something at which I was sure to fail？ His reply： “Because I love your stories. If you’re willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try.

I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith （銀匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea， but funny; and unlikely to be anyone else’s choice.

What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere’s horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.

When I handed in the essay to my teacher， he read it， laughed out loud， and said， “Great. Now， write it again.” I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn’t win， I wouldn’t care.

注意：

1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；

2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

A few weeks later， when I almost forgot the contest， there came the news.

I went to my teacher’s office after the award presentation.

One possible version：

A few weeks later， when I almost forgot the contest， there came the news. I was informed that I had won the first prize， and the award ceremony would take place in just three days. Stunned， I could hardly believe my ears; I felt as if I were rooted to the spot. Reflecting on the days I had spent crafting the story and the energy I had poured into it， tears began to well up in my eyes. I whispered to myself， “I did it！” Time seemed to crawl until， at last， the big day arrived. I was excited and still in disbelief as I received the award， feeling as though I were in a dream. Amid the crowd， I saw my teacher beaming with pride， his smile stretching from ear to ear. It struck me then that I owed him a debt of gratitude.

I went to my teacher’s office after the award presentation. Upon seeing me， he congratulated me with a wide， toothy smile. “Thank you， Mr. Smith，” I said sincerely. “Without your encouragement， I wouldn’t have won this prize or found joy in writing.” “You deserve this award，” he replied， “It’s your hard work and perseverance that have brought you this victory.” He then approached me， patting my shoulder gently and encouraging me to keep writing. Overwhelmed， I found myself speechless and could only express my gratitude by hugging him tightly. It was through this experience that I learned a valuable lesson： facing challenges bravely and never giving up can lead us to realize that our potential is truly boundless.

【作者簡(jiǎn)介：中學(xué)英語(yǔ)一級(jí)教師，廣東省臺(tái)山市臺(tái)師高級(jí)中學(xué)英語(yǔ)教師，廣東省麥劍平名教師工作室省級(jí)學(xué)員，臺(tái)山市高中英語(yǔ)科核心教研組成員，臺(tái)山市2022-2024年“市級(jí)骨干教師”，2022年度臺(tái)山市學(xué)?！暗掠ぷ飨冗M(jìn)個(gè)人”。在《廣東教育·高中》雜志公開(kāi)發(fā)表3篇論文，1篇論文獲得臺(tái)山市一等獎(jiǎng)和2篇二等獎(jiǎng)。主持1項(xiàng)省級(jí)、1市級(jí)課題和2項(xiàng)縣級(jí)課題。積極參與各種教育教學(xué)比賽，曾獲得江門市教師基本功比賽一等獎(jiǎng)，江門市高考模擬試題命題比賽一等獎(jiǎng)】

責(zé)任編輯 吳昊雷