廣東

讀后續(xù)寫是一個圍繞某一具體的主題語境，基于記敘文語篇內(nèi)容，通過分析語篇結(jié)構(gòu)，抓住語境線索，進行符合邏輯的語篇內(nèi)容續(xù)寫的過程。王初明教授認為，讀后續(xù)寫實現(xiàn)了內(nèi)容創(chuàng)造與語言模仿的有機融合，被視為促學(xué)外語最有效的方法之一。那么，教師應(yīng)該如何做到“兵馬未動,糧草先行”，并充分利用該題型發(fā)展學(xué)生的語言能力、思維品質(zhì)等核心素養(yǎng)呢？筆者深入研究了浙江省歷年高考英語真題以及北師大版新教材，認為教師應(yīng)該從高一開始就在教授新課的過程中滲透讀后續(xù)寫策略。本文立足教材，從策略分析、實戰(zhàn)演練、賞析積累三個方面，探討教師如何在新授課階段滲透讀后續(xù)寫策略，提高學(xué)生的核心素養(yǎng)，為高考打下堅實基礎(chǔ)。

一、高效利用教材中的記敘文，為續(xù)寫尋抓手

1.結(jié)合標題和記敘文六要素，厘清故事框架，正確解讀語篇

“讀”是“續(xù)寫”的基礎(chǔ)，只有正確解讀了語篇才能開展合情合理的續(xù)寫。那么，如何精準理解語篇呢？《普通高中英語課程標準（2017 年版）》提出研讀語篇時，首先應(yīng)嘗試回答三個基本問題：What——語篇的主題和內(nèi)容；Why——語篇的深層涵義；How——語篇的文體特征、內(nèi)容結(jié)構(gòu)和語言特點。

以北師大版新教材第一冊Unit 1 Lesson 3 YOUR LIFE IS WHAT YOU MAKE IT 為例，教師可以引導(dǎo)學(xué)生以記敘文六要素為抓手，厘清故事框架：

Who:Zhang Tian

When:after graduation from university

Where:a small village

What:Zhang Tian applied for and became a volunteer teacher in a village school and made a difference to the village.The changes he made included school subjects,school activities,students’ learning and villagers’ life.

Why:He was inspired by his early school teachers and he wanted to start a new lifestyle.

學(xué)生提煉了文本的重要信息后，教師要引導(dǎo)學(xué)生分析文章標題YOUR LIFE IS WHAT YOU MAKE IT。學(xué)生的認知圖式被激活：I am able to make a choice for my life and I can surely make it no matter how difficult it will be.教師提出引導(dǎo)式問題：What do you think of Zhang Tian’s life choice?學(xué)生進行深層次思考：Zhang Tian chose to be a volunteer teacher in a village school.He made a great difference to the village.How meaningful his life was! It seems everyone can have a beautiful life including me.學(xué)生在問題的引領(lǐng)下進行知識的內(nèi)化，深刻地理解文章的主題思想，并樹立正確的人生觀。

2.洞悉文本中的“伏筆”，讀懂人物性格，確定續(xù)寫方向

讀后續(xù)寫要求寫一個事件，而事件的發(fā)展離不開起承轉(zhuǎn)合或者轉(zhuǎn)合歸一。這就要求續(xù)寫文本與原文本在邏輯上能建立起連接點，所以教師要培養(yǎng)學(xué)生的這一能力，使其能洞悉文本中的“伏筆”。同理，學(xué)生只有讀懂人物的性格特點并關(guān)注人物的情感變化，方可在續(xù)寫中順理成章，高度銜接。

在2018 年6 月浙江卷讀后續(xù)寫中，Uncle Paul 說的“Don’t be late for supper”“and keep to the track so that you don’t get lost!”就是伏筆，極具慧眼的學(xué)生能在續(xù)寫中寫到因為下雨，所以迷路時無“track”可循；因晚飯時間未歸，Uncle Paul 出來找“我們”。發(fā)現(xiàn)語篇中人物的性格也是十分重要的，如2017 年11 月浙江卷讀后續(xù)寫中，語篇第一段“I had an interesting childhood.It was filled with surprises and amusements,all because of my mother—loving,sweet,yet absent-minded and forgetful.One strange family trip we took when I was eleven tells a lot about her.”概括了媽媽的性格“l(fā)oving,sweet,yet absent-minded and forgetful”以及表明了這次旅游的特點是“strange”?？上В糠挚忌S心所欲地寫旅游經(jīng)歷，卻沒有用事例表現(xiàn)出媽媽的這些性格特點，所描寫的經(jīng)歷也沒有表現(xiàn)出這次旅游的“strange”，這種沒有聯(lián)系語篇的續(xù)寫注定是低分的。

以北師大版新教材第一冊Unit 2 Lesson 1 THE UNDERDOG 為例，Part 1 最后一句“Paul didn’t know he’d soon get the chance that he’d been waiting for.”就 為Part 2作者因受傷而由Paul 替補上場，繼而因為Paul 表現(xiàn)出色，球隊最終獲勝這一故事情節(jié)埋下了伏筆。又如Unit 3 WRITING WORKSHOP 第二段“Dad was nowhere to be seen.”埋下伏筆，由下一段“Just before lunchtime,Dad came in with some guests.”作回應(yīng)。教師要引導(dǎo)學(xué)生在閱讀時識別“伏筆”,并預(yù)測、想象伏筆后面的情節(jié)，培養(yǎng)學(xué)生的邏輯思維和創(chuàng)造力。

3.巧設(shè)“問題鏈”，推進情節(jié)合理發(fā)展

繼續(xù)以Unit 3 WRITING WORKSHOP 第二段“Dad was nowhere to be seen.”為例，教師可以用問題鏈引導(dǎo)學(xué)生預(yù)測故事情節(jié)：1.Where did Dad go? 2.Did Dad remember Grandpa’s birthday? 3.Did Dad love Grandpa?4.What did Dad go out for? 學(xué)生根據(jù)第一段“That day was awesome.It was Grandpa’s 70th birthday.The whole family had been preparing for it for quite some time.”可以推 斷 出“Dad went out to make preparations for Grandpa’s birthday.”。但具體準備什么呢？學(xué)生可以發(fā)揮想象力，合理推測。學(xué)生在問題鏈的推動下既對上文有了深刻的理解，又對下文充滿了期待，“問題鏈”的設(shè)置既提高了學(xué)生的閱讀興趣，又培養(yǎng)了學(xué)生的邏輯推理能力和創(chuàng)造力。

二、立足教材，實戰(zhàn)演練

1.續(xù)寫文本設(shè)置

教師要善于發(fā)現(xiàn)教材中的素材，讓學(xué)生續(xù)寫。可是，教師應(yīng)該在哪里斷開文本，讓學(xué)生續(xù)寫呢？

《普通高等學(xué)校招生全國統(tǒng)一考試英語科考試說明(高考綜合改革試驗省份試用）》第一版中的樣題講述了這樣一個故事：Arthur 主動幫助一個年輕人拿手提箱后銀行警鈴大作，一個女人用異樣的眼光看著他和他手里的手提箱，他跑了。要求續(xù)寫的是Arthur 跑后的情節(jié)。而2018 年6 月浙江卷講述的是爸爸帶“我”去Uncle Paul 的農(nóng)場，下午爸爸和“我”一起騎馬向附近的山奔去。要求續(xù)寫的是騎馬奔向山間后的情節(jié)?？梢?，教師利用教材資源訓(xùn)練續(xù)寫時，應(yīng)該在故事的發(fā)展即將推向高潮的部分斷開。而要讓續(xù)寫內(nèi)容豐富，我們可以引入一個新的事物、新的人物來激化矛盾。

2.續(xù)寫教學(xué)實例

以北師大版新教材第一冊Unit 2 LESSON 1 THE UNDERDOG 為例。教師要求學(xué)生閱讀Part 1，并給出續(xù)寫段落的首句，第一段首句：Suddenly,a player and I crashed into each other.第二段首句：Paul jumped up and rushed onto the court.然后引導(dǎo)學(xué)生進行讀后續(xù)寫。

Activity 1:Clearly understand the passage.

Question 1:What’s the background information of the story?

S:Paul and I loved basketball and both were on our school team,The Lions.Paul was short but skillful and hardworking.Though he was a replacement,he desired to play for the team.

Question 2:What are the six elements of the narration?

Who? S:Paul,I,and our coach

When? S:This week

Where? S:On the court

What happened? S:Our school team,The Lions were playing against our main competitors,The Bears.

至于“How”和“Why”，Part 1 的語篇中并未涉及，但教師可以繼續(xù)用提問的方式引導(dǎo)學(xué)生思考：

How：How did we play? And what was the result,won or lost?

Why：Why did we win?/Why did we lose?

【設(shè)計意圖】以記敘文六要素為抓手，厘清文本脈絡(luò)，讓“讀”精準地為“續(xù)寫”打基礎(chǔ)。用“How”和“Why”啟發(fā)學(xué)生預(yù)測故事情節(jié)，培養(yǎng)學(xué)生的邏輯思維，讓續(xù)寫的內(nèi)容合理且豐富。

Activity 2：Find hints and make predictions.

1.Can you find any hints in the passage?

S1:I can find a hint in Paragraph 3,saying“Our coach was not so sure.Paul had to try out many times just for making the team.He was still usually on the bench,being just a replacement,which was really tough on him.”

S2:I can find a hint in Paragraph 4,saying“Paul didn’t know he’d soon get the chance that he’d been waiting for.”

2.Predict and find answers to the predictions.

S1:Paul must have got a chance,but how did he get it?He was a replacement.Maybe someone got injured so that there was a chance for him.

S2:The coach didn’t believe Paul’s skill,but what made the coach give the chance to Paul? Maybe someone persuaded him.Maybe Paul did something good.

S3:How did Paul play when he got the chance? Did the coach change his attitude towards Paul?

【設(shè)計意圖】讓學(xué)生通過仔細閱讀文章，發(fā)現(xiàn)文中的伏筆，并進行自問自答以打開思路，在內(nèi)容上為續(xù)寫故事做準備，培養(yǎng)學(xué)生的創(chuàng)新思維能力。

Activity 3:Work out the character of Paul.

問題鏈：

1.How tall was Paul?

S1:He was only 1.6 metres tall.

2.Did Paul feel pessimistic because he was short? What’s the hint in the passage that supports your idea?

S2:No,he didn’t.Because Paul once said,“If Bogues could make it,why not me?”

3.What do you think of Paul?

S3:Paul is skillful,hardworking,optimistic and confident.

【設(shè)計意圖】上一個環(huán)節(jié)的設(shè)計是為了打開學(xué)生的思維，助其思考故事發(fā)展的各種可能性。但讀后續(xù)寫并不是任由學(xué)生發(fā)揮，續(xù)寫內(nèi)容必須與原文本高度連貫。所以此環(huán)節(jié)的設(shè)計是為了讓學(xué)生了解故事中人物的特點，確定故事發(fā)展的方向，培養(yǎng)學(xué)生的邏輯思維能力。

三、賞析教材中的語言，積累讀后續(xù)寫資源

一篇優(yōu)秀的讀后續(xù)寫不僅要展開符合邏輯的想象，把故事補充完整并且適當升華主題，還應(yīng)該是有溫度的，有感染力的。只有在讀后續(xù)寫中創(chuàng)設(shè)出生動的情境，才能傳達出真情實感，從而讓讀者身臨其境，感同身受。而情境的創(chuàng)設(shè)則有賴于對細節(jié)的描寫。正如《人間詞話》所云，“境”不僅跟生活情景有關(guān)，更和心靈世界有關(guān)。彼時彼境的生命體驗，更容易在視、聽、觸、嗅等感官刺激的還原中獲得。好的讀后續(xù)寫應(yīng)該運用細節(jié)描寫來充實情境。因此，教師在日常教學(xué)中，應(yīng)該引導(dǎo)學(xué)生欣賞教材中精彩的細節(jié)描寫，分析課文如何通過細節(jié)描寫來烘托情感，進而激發(fā)學(xué)生去體驗和嘗試細節(jié)描寫的熱情。

細節(jié)描寫主要是指對事物或者人物的具體、生動、細膩的描寫，包括場景描寫、人物語言描寫、動作描寫、心理描寫等。北師大版新教材中有很多生動的細節(jié)描寫，教師可以引導(dǎo)學(xué)生對其進行分類整理，以下是筆者對北師大版新教材第一冊的部分整理。

（1）場景描寫

觀眾歡呼場景：He made shot after shot,and the crowd couldn’t stop clapping and cheering.（Unit 2 Lesson 1 THE UNDERDOG）

煙花場景：Fireworks were being let off across the city,suddenly lighting up the night sky.Children were covering their ears but with an expectant look on their faces.（Unit 3 Lesson 1 SPRING FESTIVAL）

家庭聚會場景：Our grandchildren run around shouting and playing,and the adults gather around the table to talk about the past year.（Unit 3 Lesson 1 SPRING FESTIVAL）

圣誕節(jié)場景：In December,our excitement grew each day– lights appeared in the streets,Christmas cards arrived,and there was snow everywhere.（Unit 3 Lesson 3 MEMORIES OF CHRISTMAS）

（2）語言、動作、心理描寫

語言描寫：Paul 爭取機會時說的“Let me try,coach! I won’t let you down!”教練說的“It’s your time to shine.”（Unit 2 Lesson 1 THE UNDERDOG）

動作描寫：Her hand was slightly shaky,but she wrote“Father Christmas,the North Pole”on the envelope.（Unit 3 Lesson 3 MEMORIES OF CHRISTMAS）

心理描寫：表現(xiàn)Grandpa 難以置信的句子Grandpa couldn’t believe his eyes and it took quite a long time for them to calm down.（Unit 3 WRITING WORKSHOP）

（3）修辭手法、語法、詞匯/詞塊

修辭手法有比喻、擬人、排比等。北師大版新教材第一冊Unit 3 Lesson 1 SPRING FESTIVAL 中“We think about what the children would like to eat,what we need to buy and what dishes need to be prepared.”就是運用了排比的修辭手法，表達了作者盼望孩子回家的急切心情。

非謂語動詞、定語從句、狀語從句、名詞性從句以及倒裝句、強調(diào)句等語法在教材中廣泛使用。如Unit 3 Lesson 3 中有倒裝句“Inside,I keep Granny’s paper hat and the letter she helped me write that Christmas.”、強調(diào)句“When I think about what makes Christmas so magical,it’s not just gifts and Father Christmas that come to mind.It’s also my memory of Granny.”等。

至于詞匯/詞塊，北師大版新教材第一冊中有a wide range of,drag away from,with an eager heart,live up to,flash through his mind,have a strong desire to,shine,earn,amazed,awesome 等等，其中最值得賞析的是一個象聲詞buzz。在Unit 3 Lesson 1 SPRING FESTIVAL 中，句子“Our house buzzes with activities when everyone comes home.”中的象聲詞“buzzes”生動形象地描述了家人團聚的熱鬧。

讀后續(xù)寫是一個綜合了閱讀能力與寫作能力，體現(xiàn)了思維能力和語言能力的書面表達題型，對學(xué)生來說具有挑戰(zhàn)性。教師應(yīng)該把教材作為主陣地，只有這樣，學(xué)生才能幾乎每天都在接受語言能力、思維能力、學(xué)習能力的訓(xùn)練并得到提升。筆者堅信，在教師的正確引導(dǎo)下，學(xué)生能在讀后續(xù)寫中運用準確而豐富的語言創(chuàng)作出既符合邏輯又有創(chuàng)造性的故事。