读后续写

林炳辉

【摘要】  读后续写是当前流行的学习英语方法。它是由王初明教授所提出，将语言模仿与创造性使用相结合。在于释放使用者想象力的同时提高其运用外语的能力。本文主要从五个方面阐述读后续写在写作上的具体运用形式。

【关键词】  读后续写 写结果 写应对措施 写经过 写看法 图文结合

【中图分类号】  G633.41                   【文献标识码】  A 【文章编号】  1992-7711（2019）01-104-02

从教英语的老师都知道写作对于后进生来说是个老大难的问题。许多学生要么是单词不会，要么是语法不对，中国式英语一大堆，而且屡教不改，反复出现。学生一听要写作文就叫苦连天，批改的老师也是苦不堪言。颇有一种“本是同根生相煎何太急”的感觉。如何能够提高学生的写作兴趣和能力？我想读后续写写作训练方法也许能有所改变？

读后续写是结合阅读理解的基础上进行写作练习的一种方法（王初明 2012）这种写作的方法有别于传统的命题作文。它不但给予学生创设一种特定的语境，把后面的写作部分显得自然而然，有理有据，。同时它也可以降低学生写作的难度。学生可以根据上文的时态，词汇等进行开展，写作可以循序渐进，由浅入深。上文也给予学生一个很好的引领和示范的作用。读后续写也有助于学生逻辑思维和创造性思维的培养，不再拘泥于以往命题作文的诸多限制。读后续写还能激发学生写作的兴趣，减轻对于写作的一种心理压力或障碍。读后续写更深层的意义所在是它符合语言学习的基本原则。外语学习基本是一个从无到有的过程，将他人使用语言的方式变为自己语言的过程，学会以他人使用语言的方式表达自己思想的过程（参阅Swain & Lapkin 1998） ，这个过程必定离不开模仿。婴儿學说话就是最好的例子。不用刻意去教他语法或词汇，小孩仍然能自然而然地学会说话。

读后续写是近些年来新出现的考试形式。2016年浙江省作为新高考的试点之一。新考题形式引起很大的反响。作为全国教育改革的前沿阵地——广州也应该进行这一写作方法的探索。读后续写在考试上面的应用效果还有待商榷，但用于平时英语写作的训练，效果是明显的。那么如何开展读后续写呢？我个人觉得可以有很多种的形式，续写也可以有多样的形式。

根据上文，写故事的发展和结果。

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（胆怯地）. “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（供认）， 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. 所续写的短文词数应为150左右;

2. 续写部分分为二段，每段的开头语已经为你写好;

3. 续写完成后，请用下划线标出你所使用的关键词语。

二、根据背景材料，续写应对的措施

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：

針对以上同学反映的问题，替Aunt Linda回复。

要求词数在120左右。

三、 根据故事的开始和结尾，编写故事的发生经过

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.

补充完整故事内容。

字数要求100词。

结合上文的介绍，提出你的看法和观点。

Mobile phones （手机） 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.

請针对以上反映的现象进行分析，发表你的看法并提出建议。

要求字数在100左右。

图文结合，撰写过程或结局。

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.

结合图文内容，补充完整故事内容。

字数在100词

六、仿照范文，进行仿写

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，撰写新文：China is calling.

要求字数120词。

应使用5个以上短文中标有下划线的关键词语;

读后续写注意事项：

定位准确。老师了解学生的真实水平，控制阅读材料的难度。如果一篇文 章，学生都不能读懂就会出现离题或偏题的现象。因此，老师在选择阅读材料的时候，一定要关注学生的水平，如词汇量，考试大纲以及课标要求等，这样读后续写才能发挥它原有的优势或作用。 老师可以充分利用原教材里面的内容相关的题材让学生进行续写。如;广州版八年级英语课本中学了The Trojan horse，我们老师可以编写相关的故事来让学生续写，譬如：The Battle of Red Cliffs（火烧赤壁）

指引要清晰。  读后续写一般有大量的背景材料，这样便于学生了解故事概要。同时也给学生一个可以模仿借鉴的材料，排除原来母语的干扰。由于篇幅较长，老师有必要标注关键的词语或时态，从而提醒学生写作要注意的地方。有需要的时候，老师可以规定主题句、段首语或关键词。

阅读的材料要生动有趣，内容能延伸。只有这样，才能更好地吸引学生的写作兴趣，激发创造和想象力。当然老师也可以选一些贴近学生生活，容易引起学生共鸣的阅读材料。这样学生才会觉得有话可写，言之有物。

注意批改和评分的标准。因为是续写，学生有很大发挥的余地，答案也各不相同。老师批改的时候，要灵活处理，客观分析。这样才能给学生一个客观的评价。读后续写不一定适合一些重要的考试，如升中考，但在平时的作文训练和单元测验中使用是完全没有问题的。

结束语：读后续写也是一种非常有效的读后活动，教师在平时的教材处理中或者阅读教学中都可以要求学生续写，一方面考查学生对阅读文本的理解程度，另一方面体现学生的创造性思维和语言运用能力。读后续写法作为一种重过程学习的方法，学习者可以在本身已經建构的知识框架的基础上利用材料中原有的词汇、句法等元素进行转换创造模仿。学习者模仿创造过程是给根据一定的基础和背景进行的，把学与用融合到统一的过程当中。这样才可以举一反三，事半功倍，温故知新的效果。

读后续写形式可以不拘一格。按照它的理论指导可以衍生成读后仿写，读后再说，读后再记，说后再写，听后再说等等，所有这些方法都是可以转化运用，并且原理都是相通的。它们都是以“续“促学。对话双方相互不断补全，拓展和创造说话内容，回应上文，表述下文（以“续”促学 王初明）。从某种意义来看，读后续写也跟番禺区近些年来提出的“研学后教”不谋而合。 学生通过对上文的理解和学习从而学有所得。这也许就是教无定法，学有方法的又一例证。

[本文参与广州市教育科学规划2016年度课题：初中英语阅读教学的有效性研究（课题编号1201574671）]

[ 参  考  文  献 ]

[1]王初明.读后续写——提高外语学习效率的一种有效方法.

[2]王初明.以“续”促学.

[3]王初明.元鲁霞 读后续写题型研究.

[4]朱亚玲.读后续写法作为新型英语学习方法的探讨.

[5]蒋建君.高中英语读后续写的教学尝试.