浅谈读后续写

苏小玲

读后续写是在传统题型考查基础上对学生语言能力考查的一大提升。该题型是“读+写”较为完美的结合。英语综合运用能力从单纯的“输出”转变为“输入+输出+创新+逻辑思维”的综合考查，体现了新课程标准中的“语言能力+思维品质”培养。这就要求学生在理解一篇不完整语篇的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行富有逻辑、充满个性色彩的设计，并用英语进行续写表达。

读后续写要求情节合理，情感丰富，表达多样，衔接自然。

一、阅读材料厘清要点。

仔细阅读所给故事材料，搞清楚六个要素：故事的主要人物（who）， 时间（when），地点（where），事件（what）， 原因（why），及如何发展（how），即5 个W 和一个how。领悟主要人物的情感和心理变化，从而促成学生对未知情节的合理预测。

二、打开思路合理来预测。

训练学生根据两段段首语来推理情节发展方向;根据关键词来建构故事大致框架。这就要求教师指导学生学会运用故事发展脉络，生活常识，社会经验等，激发其合理想象，从而使续写部分故事情节更加充实丰满。

三、掌握微技能升级表达。

读后续写—微技能—副词增色

Carefully/ Cautiously， he steppedover all the broken glass.

（2016. 10 浙江高考读后续写范文摘录）Para1：But no more helicopterscame and it was getting dark again.Immediately，an absolute darkness ruledthe forest（. 时间副词衔接+环境描写）

词汇拓展：Instantly， Simultaneously，Joyfully，Cheerfully， Hesitantly， Desperately…（用于句首）

with + 抽象名词：with fluency，with care， with delight…

in +抽象名词：in surprise， in disguise，in comparison…

读后续写—微技能—形容词添彩

（2016.10 浙江高考读后续写范文摘录） Para 1： But no more helicopterscame and it was getting dark again.Desperate and hopeless， Jane kneltdown， tears streaming down her face.（并列情緒形容词）

（2016.10 浙江高考读后续写范文摘录）Para 2： It was daybreak when Janewoke up. Weak as she was， she struggledto her feet， continuing searchingfor assistance. （状态形容词+ as/though引导的倒装句）

读后续写—微技能—介词短语

At the end of the lane he suddenlystopped.

At the sight of the snake， the littlegirl screamed at the top of hervoice.

短语拓展：at the thought of ， inadvance of， at the advantage of ， inbehalf of， in consequence of， in fearof… in fascination， at expense of， at ones height， at a loss， at ones mercy，at random， at the risk of， beyondwords

读后续写—微技能—句子优化和整合

比如：突然，她的宠物狗靠近她，把她给吓坏了。（主+谓+宾）

Suddenly her pet dog walked toher and made her very afraid.

Abruptly， her pet dog approachedher and scared/frightened her.

她当时在考虑一道物理难题的解决方法。突然，她的宠物狗靠近她，把她给吓坏了。

She was tackling the approach toa challenging physics problem when allof a sudden the approach of her petdog frightened her.

读后续写—微技能—加分“靓句”

Noticing Susan s unhappiness，Rose secretly suggested making acrown with flowers to please her. （-ing作状语）

The man to whom I spoke onthe phone last night is very good atwrestling and will be a fantastic helper.（定语从句）

It was this unique experience thatmade me understand whatever weare faced ， we mustnt give up tothis desperate （强调句）

What happened today made me

realize that forgiveness is a kind of virtue.（主语从句、宾语从句）

It occurred to me/struck me/ hitme / came to me that I had left mykeys at home（形式主语，主语从句）

No sooner had I entered thedark cave than it began to rain unexpectedly.

Hardly had I entered the darkcave when it began to rain unexpectedly.

Scarely had I entered the darkcave when it began to rain unexpectedly.（状语从句，倒装）

He lay on his back， his teeth set，his right hand clenched on his breast，and his glaring eyes looking straightupward. （动作描写）

Despite the fact that he was busytoday，he went to pick us up at theairport.（同位语从句）

总之，在读写结合课堂中，为实现以“读”促“写”的目标，教师借助思维工具和问题链，为学生搭建“写作”需要的文本的框架结构、主题与内容以及语言和句式的支架。教师通过不同的活动，帮助学生在探究意义的过程中通过语境自然而然地关注、体验、学习和内化语言。学生通过写作输出活动达到阅读知识的迁移与运用，有效地提升学生的写作能力和思维品质。读后续写的思路和内容并不一定是唯一的，只要是乐观正向的表达都可以。学生可以根据自己对文章的理解，对文章的结尾有不同的、合理的诠释。