整合教材读后续写——高中英语写作教学新探

陈友红（平潭城关中学，福建平潭350400）

整合教材读后续写
——高中英语写作教学新探

陈友红
（平潭城关中学，福建平潭350400）

读后续写是结合阅读理解进行写作的一种外语教学方法，近几年受到了教育界的广泛关注。文章结合个人教学实践，通过整合教材，从构建支架、巧用关键词、活用开头语和拓宽渠道四个方面阐述了利用教材内容开展读后续写的教学尝试。

高中英语;读后续写;尝试

英语教学开展读后续写，能培养学生的逻辑思维能力、评判性思维和创新思维能力，在提升学生解决问题能力的过程中，也能兼顾学科的育人价值。读后续写对高中学生读写能力的形成提出了更高的要求，在读写过程中要求续写内容能够与原文进行浑然一体的衔接，这就要求续写者能够深刻地了解所读文章的含义，以及文章的表现手法，才能更好且快速地找到其中的技巧，保证续写文章的连贯性，就像王初明教授所说的，学生续写时，伴有前文构建的语境，伴有语言模仿的样板，伴有内容创新的依据，使得前读与后续连贯，内容新颖，语言流畅。［1］因此，对于广大高中学生来说，在英语阅读教学中利用教材内容进行读后续写的方式不仅能够奠定良好的写作基础，同时还能够将所有的教学重点结合在一起，从而进行整理、应用和升华，从整体上提高英语水平。

读后续写类作文提供一段350个词以内的语言材料，要求学生依据材料内容、所给段落开头语和所标关键词进行续写（150词左右），将其发展成一篇与给定材料有逻辑衔接，情节结构完整的短文。它的特点包括：书写词数150左右；文章体裁多为富有情节的记叙文，偶尔也有议论文、诗歌等；在原文中画出十个关键词，在续写中必须使用五个以上；文章为两段，每段给出开头语；多用半开放性质形式来进行逻辑续写，偶尔也有自己发挥的、完全开放性质的续写形式。

一、读后续写类作文的教材整合

针对读后续写的要求和特点，加强对它训练的重要性和紧迫性是显而易见的，而对于广大学生来说，英语的阅读量首先是对教材文章的阅读，因此，为了更好地服务于读后续写，做好续写的准备，教师对教材的梳理整合是非常必要的。读后续写的选材多为情节丰富的记叙文，人教版高中英语教材所出现的一百多篇文章（包括Workbook），并不都适用于读后续写，笔者对这些文章进行有效的梳理整合，以便使用时有的放矢。这些适用的教材内容大致归纳为三类。

（一）带有续集类

必修一第3单元“Journey down the Mekong Part 1 and Part 2”；必修三第2单元“Come and eat here①and②）”以及必修三第3单元“Themillion pound bank note Act1,Scene 3 and Act1,Scene 4”，这些带续集的文章特别适用于在第一篇文章结尾对故事进行续写，这样既充实了对文章的理解又激发了学生续写文章的热情，而且有后续文章可对照成功率，学生倍感兴趣。

（二）无续集记叙文类

必修二第2单元“The story of Atlanta”和必修二第4单元“How Daisy learned to help wildlife”；以及必修三第1单元“A sad love story”；必修四第1单元“Why not carry on her good work?”这些都是很好的读后续写的选材。

（三）议论文、诗歌鉴赏类

选修六第4单元“The earth is becoming warmer-but does it matter?”选修七第2单元“Satisfaction guaranteed”以及选修六第2单元Using language中的“I’ve saved the summer”这些文章续写起来难度较大，需要学生采用完全开放式的写作方法，根据文章的思路自己发挥，以培养学生的创新思维能力。

通过了解读后续写的要求和特点，整合教材内容，教师应充分发挥教材的作用，引导学生开展读后续写，挖掘学生的想象力，培养学生的思维能力，提高他们的英语水平。

二、开展读后续写的教学尝试

（一）构建“支架”

读后续写是读写相连，密不可分的，充分的阅读为后续的写作做足了准备。因此，为了更好地阅读文章，教师应该有效梳理文章结构，构建“支架”。支架式教学模式是基于建构主义理念的核心教学模式之一。［2］在初期，教师应给学生相应的指导，搭建“支架”。随着学生学习的深入与水平的提高，教师的作用会相应地降低，直至最后完全由学生自己独挡一面进行读后续写。例如，必修二第4单元“How Daisy learned to help wildlife”故事的情节是这样的：坐飞行毯旅行的小女孩Daisy亲眼目睹了藏羚羊、非洲象和热带雨林猴子的不同生存环境，清醒地意识到保护野生动物工作的重要性和紧迫性，其结尾是：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……为了学生更好地理解文章并进行续写，笔者顺势构建了如下问题支架：

Whatelse do you know aboutendangered animals?

Do you have some knowledge about protecting thewild animals?

Have you experienced any animal-savingwork?

这样做的目的是为了让学生的思路与原作者的意图保持一致，帮助学生学会揣摩作者意图，按事情发展的逻辑续写结尾，训练学生在读后续写中使用半开放性质的写作手法。同时教师还可构建发散思维支架，让学生展开联想，发挥自己的想象力，使文章的结尾丰富多彩，具有评判性，以锻炼学生的开放性写作手法的能力。如必修三第1单元“Using language-A sad love story”文章主要讲述了Li Fang在情人节那天，在咖啡店苦等Hu Jin,但没有等到她，在回家路上伤心地把准备送给Hu Jin的礼物扔掉，这时他却看见了Hu Jin，文章的结尾写道：Whatwould he do?He had thrown away her Valentine gifts!She would never forgive him.This would not be a happy Valentine’s Day!文章结尾既没有写明Hu Jin是否原谅了Li Fang，也没介绍他们是否分手，给读者留下很多联想的空间。笔者在教学这篇文章时，是这样梳理文章结构，为学生续写做准备的：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.并提出了如下发散思维问题：

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?

以此来引导学生进行发散思维，给故事来个多彩的收尾。

（二）巧用关键词

笔者在读后续写教学进程中提供10个原文中的关键词，要求学生选用5个以上续写文章，这样能让学生在读后续写中加强关键词的训练。例如：必修四第1单元中的“Why not carry on her good work?”一文介绍的是作者受林巧雅无私奉献医学事业的事迹所感动，立志效仿她学医的故事，文章的结尾是这样的：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……就此笔者在文中画出了如下10个关键词让学生运用：can’twait to,specialist in, follow,Lin Qiaozhi,it is……that,further,carry on,I,good work,tired并要求在续写完成后用下划线划出自己所使用的5个以上的关键词。

根据文章的情节和原文中划出的关键词以及两段开头语(I was finally admitted to a medical college in Xiamen University和Several years later……),可以推断续写的内容应是作者“我”受林巧稚无私奉献的医疗美德所影响，成了一个医疗工作者并以她为榜样，开展自己的日常工作。因此，在续写使用关键词时，要充分考虑这些特点进行文章构思，使关键词起画龙点睛作用，使文章的思路、人物的思想活动、性格特点前后一致。而且为了更活地使用关键词可将它们按记叙文的特点以人物、时间、地点、具体名词和抽象名词进行分类。如，人物I,Lin Qiaozhi；具体名词medicalworker和抽象名词further information等，这样能使关键词的功能突显出来，教师还应进一步指导学生巧用关键词来描绘所发生的动作和人物的心理活动，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）活用开头语

读后续写不但要求学生会使用关键词，还要求顺势利用段落开头语。续写是分两段进行的，每一段的开头语都已给出。在续写第一段时，要根据开头语使续写内容与原文进行无缝隙对接，使之前后呼应，浑然天成。第二段实际上是续写的结尾，要根据开头语顺着情节发展灌注人物的思想情怀。例如：必修三第2单元Come and eathere(1)介绍的是Wang Peng和Yong Hui开了两家菜谱大相径庭的餐馆，因此产生了生意上的竞争。文章结尾是这样的：The competition between the two restaurants was on!笔者给每段提供了这样的开头语：

Towin his customers back,Wang Peng….

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

根据第一段的开头语，续写时要考虑Wang Peng为赢回顾客的心理活动和可能采取的行动。根据第二段的开头语可推断Wang Peng的心理活动应该是自私的，不阳光的，而且其行动也将是站不住脚的，因此可将故事的结局设计为两种可能：一是合而双赢，二是相互拆台，互相打压，结果双方鸡飞蛋打。

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.

还可以将第二段续写成另一种结局：

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，在进行“How Daisy learned to help wildlife”续写时，笔者提供了如下段落开头语，以使文章前后衔接，激活学生的想象力，施展运用语言的能力。

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）拓宽渠道

1.拓宽文章体裁渠道

尽管读后续写文章体裁多为记叙文，但议论文或诗歌也是可以培养学生写作和思维能力的。因此教师要尽可能地在训练学生记叙文写作的同时，拓宽渠道进行其它体裁文章的读后续写训练，提高写作水平，比如选修六第2单元“Using language,I’ve saved the summer”.这是一首诗歌，它传达的是“I”would give it all to you;give you all I own and help you down the road till you’ve found your own,笔者在指导学生对该文章进行读后续写时，先引导学生梳理结构，搭建顺势“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……he/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.

这样学生就弄清了文章的人物关系以及说话者所要传达的情感，然后根据关键词和段落开头语展开自己的续写，提升自己应对各种体裁文章读后续写的能力。

2.拓宽文章选材渠道

读后续写中的阅读材料会影响学生续写表现，材料选得好可直接产生良性学习效应。［3］因此，教师除了利用教材内容让学生进行读后续写训练外，还应该筛选一些内容丰富，情节生动，适宜高中学生阅读特点的文章来加强训练，丰富写作经验，提升应对策略。如2017年浙江省高考英语试卷读后续写文章内容是这样的：Mac和两个朋友骑自行车去阿拉斯加，途中两个朋友车坏了得留下修理，鼓励Mac先骑行上路，他们后续赶上，结果Mac在途中遭遇狼的追赶，文中详细地刻画描写了Mac为摆脱狼的纠缠所展示的心理活动和动作过程。Paul和Becky驾车看到危急情况并帮助他摆脱困境。题目要求根据情节进行续写，使之构成一个完整的故事，它提供了这样的关键词：Mac,friends, bicycle,pedaled,home,wolf,jumped,cars,climbed,Paul。两段文章的开头语分别是：

Paragraph 1∶The car abruptly stopped in frontofhim.

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

这种类型的文章内容丰富，情节结构合理，人物心理活动和动作描写生动有趣，富有哲理，关键词设计如名词、动词等功能性词语布局完整，开头语过渡性强，学生有话可讲，容易进行前后衔接，展开联想。在选材时教师应尽力拓宽文章选材渠道，收集类似的规范性、精准性、合理性强的文章供学生进行读后续写，有助于激发学生的想象力和逻辑思维能力，提高写作水平。

读后续写，顾名实义，要以阅读为前提，在充分理解文章内容、作者意图的背景下展开续写的。因此在日常教学活动中，为了提高学生读后续写的能力，教师要充分利用教材内容，搭建合理支架，巧用关键词，活用开头语，拓宽练习渠道，加强读后续写的训练，提高学生的综合语言运用能力。

［1］王初明.内容要创造语言要模仿——有效外语教学和学习的基本思路［J］.外语界，2014（5）.

［2］李玉苑.支架式教学模式在高中英语听说教学中的应用［J］.基础教育外语教学研究，2011（11/12）.

［3］王初明.读后续写——提高外语学习效率的一种有效方法［J］.外语界，2013（5）.

（责任编辑：周大明）