三大技巧助力续写拿高分

湖北 杜 锐

近年来，越来越多的省份采用新高考试卷，新高考英语的“新”，最大的体现便是“读后续写”的出现。分值高达25 分的读后续写融合了读和写，需要学生在逻辑自洽的基础上发挥一定的创造性，可谓一种有效提升学生学科核心素养的好题型。自改革的号角吹响，笔者就开始研究读后续写，在近三年的教学实践中，总结了不少有效应对该题型的方法与技巧。下面笔者将介绍其中三种最实用、最有效的技巧，希望对广大师生有所助益。

一、时序表达要丰富

何为“时序表达”？时序表达就是表示时间顺序的词或词块。为什么在读后续写中需要应用时序表达？因为读后续写的任务通常要求学生续写某个故事，而在故事中，时序表达的应用可以促进文段语句的“衔接紧密”和“语义连贯”，从而带给读者“舒适流畅”的阅读体验。

不少教师在读后续写的教学中，十分注重细节的打磨，例如，“说笑”语义的多样呈现，行为动作的英文集锦，各种情感的表达汇总，但在某种程度上，忽略了如何在整体上构建语义连贯的语篇，这不能不说有点遗憾。“先整体后部分”这一常规逻辑体现在读后续写题型中便是：学生首先需要掌握时序表达。

有哪些时序表达？这里笔者依据词或词块“颜值”的高低，将时序逻辑词分为低级、中级与高级三类。值得强调的是：词或词块只要能够适切地传达意义，就是“高颜值”的。之所以在此分三类，主要是基于“提分”的考量。某种程度上，使用“高颜值的”，更能够体现学生知识掌握的深度与精度，因此更能博得阅卷老师的青睐。

（一）低级类

（二）中级类

（三）高级类

这里提到的高级表达主要集中在“表示事情发展”的范畴内。它们主要是一些十分地道的短语或句型。为了更好地展示结构，笔者这里用“X”代表整句中的某部分（词或从句）。同时，句子结构当中的动词都用过去时。

适切地应用上面这些表示时序逻辑的词或词块，尤其是一些“高颜值”的表达，在实现文章“衔接连贯”的同时，可以充分展示作者的语言能力。例如以下两段文字，分别是笔者所任教的两个班某两位同学的作品，表达的是同一意义。其中一个班的学生接受了笔者在“时序表达”方面的教学，另一个班的学生则没有。

版本1：

Mr.Li is a football fan.One day,his wife wanted to go shopping and asked him to keep an eye on the meal being cooked in the kitchen.Mr.Li said,“No problem.”

After his wife left he began to watch TV,a football match.It was very exciting.Mr.Li lost himself in the match at once,forgetting the meal completely.

When his wife came home,she felt something smell terrible.She rushed into the kitchen and found the dish had been burnt black.

Only at that moment did Mr.Li realize he had made a mistake.

版本2：

Mr.Li is a football fan.One day,his wife wanted to go shopping and asked him to keep an eye on the meal being cooked in the kitchen.

No sooner had she finished her sentence than Mr.Li blurt out“no problem”.

After his wife left,he,however,was immediately attracted by a football match on TV.

With time going by,he forgot the meal completely.

It didn’t take long before smoke filled the kitchen and came out,and meanwhile,his wife came.

At that,she rushed into the kitchen and found the dish had been burnt black.

It was not until she showed the burnt fish to Mr.Li that he realized what a mistake he had made.

毋庸置疑，版本2 的作者因为运用了丰富的时序表达，较好地展示了自己的语言功底，作为“应试作文”来说版本2 作者的得分理应比版本1 的作者要高。因此，时序表达的教学应该引起每位教师的重视。

二、倒装句型信手拈来

倒装句型作为英语中有别于现代汉语的句型，不仅能够表征英文的地道性，而且还能在某些情状下更有效地传递信息。以2017 年6 月高考英语浙江卷读后续写“骑行遇狼脱险记”为例，以下要求考生续写第一段内容的两个版本，传递的信息基本相同，但是因为版本2 中运用了丰富的倒装句型，使得它更易受到教师的青睐。

版本1：The car abruptly stopped in front of him.When Paul saw the wolf in the mirror,he sounded the horn immediately.At the same time,Becky shouted at Mac,asking him to get on the car in no time.With the wolf stopped by the horn temporarily,Mac dashed into the car.Soon after,the wolf,a clever creature,seemingly having realized that the horn caused no harm,approached the car and even jumped,trying to break the window.In response,Paul started the engine,made a U-turn and drove to the fierce animal.This time,the wolf was so scared that it let out some howls and escaped away.After this,the three men breathed a sigh of relief.

版本2：The car abruptly stopped in front of him.No sooner had Paul seen the wolf in the mirror than he sounded the horn.Simultaneously,Becky shouted at Mac,asking him to get on the car in no time.With the wolf stopped by the horn temporarily,Mac dashed into the car.Soon after,the wolf,a clever creature,seemingly having realized that the horn caused no harm,approached the car and even jumped,trying to break the window.In response,Paul started the engine,made a U-turn and drove to the fierce animal.So scared was the wolf this time that it escaped away with some howls.Not until then did the three men breathe a sigh of relief.

倒装句有很多种，但针对于读后续写，教师必须要引导学生深刻领悟、熟练运用以下三种倒装句。

（一）否定型倒装

否定型倒装的句式是：否定词（never/little/hardly/barely/scarcely）+情/助+S+V

【应用典例】[2021 年新高考Ⅰ卷，读后续写]我们从未想过煮一顿早饭会有这么难。

Never have we thought it so difficult to make a breakfast.

（二）Only 型倒装

Only 型倒装的句式是：Only+状语+情/助+S+V

【应用典例】[2021 年新高考Ⅰ卷，读后续写]在母亲节，或许我们只有通过这种方式才能向您表达我们的爱。

On Mother’s Day,maybe only in this way can we show our love for you.

（三）So 型倒装

So 型倒装的句式是：So+adj./adv.+情/助/be+S+V

【应用典例】[2021 年新高考Ⅰ卷，读后续写]妈妈说道：“你们是如此懂事，这让我为你们感到骄傲。”眼睛里闪着晶莹的泪花。

“So understanding are you that I am proud of you.”Mom said,tears glittering in her eyes.

教师尤其要引导学生聚焦三个特别具有普适价值，能够经常被应用到的否定型倒装句式。它们分别是：

(1) Not until+词/句+情/助+S+V

(2) Not only+情/助+S+V,but also+S+V

(3) No sooner had sb.done than+S+did

值得提及的是：No sooner had sb.done than sb.did 这一倒装句式同样隶属于“时序表达”，因此它具有巨大的普适性。笔者所教授的学生几乎每次续写都能应用到该句式，既彰显了时序，又“美颜”了语言。

【应用典例】[2021 年1 月八省（市）联考，读后续写]小女孩说完这些话就跑开了，让我满怀感激。

No sooner had these words got out than she ran away,leaving me with limitless gratitude.

三、分词作状语必不可少

与“倒装结构”一样，分词也是英语中独有的语法现象，因此分词也是表征“地道英文”的指标之一。与此同时，很多情况下分词还可以使语义表达得更加简洁与准确。因而分词的掌握也应该是教师教学的重要目标之一。分词可以作定语、补语、表语、状语，但从“读后续写”的角度来看，分词作状语，是教师教学的重中之重，因为在读后续写中，学生在很多情况下都能够应用“分词作状语”。

分词作状语可以分为两种：一般分词作状语与独立主格结构作状语。试看下面两句话：

（1）He came in,radiating determination and confidence.他走进来，流露着决心与信心。

（2）He came in,eyes radiating determination and confidence.他走进来，眼睛流露着决心和信心。

句（1）中radiating 没有自己的主语，而是与came 共享一个主语，而句（2）中的radiating 有自己的主语，即eyes。基于这种差别，我们把两句中的radiating 分别称作一般分词作状语与独立主格结构作状语。

那么如何使用分词作状语？答案是没有定法。学生需要根据自己的语言能力以及具体的情境灵活使用。虽然没有定法，但是有“捷径”。笔者基于高中英语常见的写作情境，总结出“一般分词作状语”和“独立主格结构作状语”常见的十二大语义模块。它们在很多情况下都能被使用，同时，它们具有句架作用，能够帮助学生理解语法，从而促进学生灵活运用语法。

（一）一般分词作状语的六大语义模块

（二）独立主格结构作状语的六大语义模块

【应用典例1】[2020 年新高考Ⅰ卷（供山东省使用），读后续写]面对盛情的邀请，Bernard 一时不知说什么好。

Facing this gracious invitation,Bernard was at a loss for what to say.

【应用典例2】（2021 年9 月武汉市部分学校高三起点考试）我低下了头，因为尴尬脸也红了。

I hung my head,face flushing with embarrassment.

四、学以致用

这里以2021 年6 月新高考Ⅰ卷读后续写《母亲节的惊喜》为例，阐释“三大技巧”的应用。

A MOTHER’S DAY SURPRISE

The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day.How pleased and proud Mother would be when they brought her breakfast in bed! They planned to make French toast and chicken porridge.They had watched their mother in the kitchen.There was nothing to it.Jenna and Jeff knew exactly what to do.

The big day came at last.The alarm rang at 6 a.m.The pair went down the stairs quietly to the kitchen.They decided to boil the porridge first.They put some rice into a pot of water and left it to boil while they made the French toast.Jeff broke two eggs into a plate and added in some milk.Jenna found the bread and put two slices into the egg mixture.Next,Jeff turned on the second stove burner to heat up the frying pan.Everything was going smoothly until Jeff started frying the bread.The pan was too hot and the bread turned black within seconds.Jenna threw the burnt piece into the sink and put in the other slice of bread.This time,she turned down the fire so it cooked nicely.

Then Jeff noticed steam shooting out of the pot and the lid starting to shake.The next minute,the porridge boiled over and put out the fire.Jenna panicked.Thankfully,Jeff stayed calm and turned off the gas quickly.But the stove was a mess now.Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge.But Jeff ’s hand touched the hot burner and he gave a cry of pain.Jenna made him put his hand in cold water.Then she caught the smell of burning.Oh dear!The piece of bread in the pan had turned black as well.

注意：1.续写词数应为150 左右；

2.开头已给出。

【简要分析】文章讲述了一对双胞胎兄妹在母亲节为妈妈做早餐的故事。由于兄妹俩不熟悉如何做饭，导致最后情况一团糟。根据给定的续写两段的首句，学生可以确定续写第一段的内容包括：兄妹与父亲的互动，以及做好早饭。而续写第二段的内容包括：兄妹与母亲的互动。可以用丰富的时序表达串联这些内容，从而达到“衔接紧密、语义连贯”的语篇效果。与此同时，可以使用“倒装”与“分词”，来描写一些细节与情节，以实现句式结构的多样化。

【范文呈现】范文中画横线的是“时序表达”，画波浪线的则是使用了“倒装或分词”。

结构与语言，无论是在应用文写作中，还是在读后续写中，都是阅卷老师关注的重点对象。因此，结构与语言也应该是高三复习过程中的教学重点。本文提到的“三大技巧”，其实也是对“结构与语言”的强调与反思。“时序”可以体现“结构清晰，层次分明”，而“倒装”与“分词”则表征着不俗的语言功底。学生若能有意识地应用它们，定能在高考英语的千万份试卷中脱颖而出，取得满意的成绩！