严洁蓉
摘要：浙江省新高考英语写作部分题型第二节为读后续写或是概要写作，本文就提高学生读后续写能力提出一些建议和看法。
关键词：新高考；读后续写；关键信息；语言特点
《普通高等学校招生全国统一考试英语科考试说明(高考综合改革试验省份试用)(第一版)》已经公布。作为试点开始单位，2016年10月份开始的浙江省新高考英语科目考试题型有重大变化，其中英语写作分为两部分：第一节为应用文写作；第二节为读后续写或概要写作。本文就提高学生读后续写能力提出一些建议和看法。以2016年10月高考读后续写为例。
读后续写，阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
One weekend in July, Jane and her husband, Tom, had driven three hours to camp
overnight by a lake in the forest. Unfortunately, on the way an unpleasant subject came
up and they started to quarrel. By the time they reached the lake, Jane was so angry that
she said to Tom, “I’m going to find a better spot for us to camp” and walked away.
With no path to follow, Jane just walked on for quite a long time. After she had
climbed to a high place, she turned around, hoping to see the lake. To her surprise, she
saw nothing but forest and, far beyond, a snowcapped mountain top. She suddenly
realized that she was lost.
“Tom!” she cried. “Help!”
No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept
moving, but the farther she walked, the more confused she became. As night was
beginning to fall, Jane was so tired that she had to stop for the night. Lying awake
in the dark, Jane wanted very much to be with Tom and her family. She wanted to
hold him and tell him how much she loved him.
Jane rose at the break of day, hungry and thirsty. She could hear water trickling (滴
落)somewhere at a distance. Quickly she followed the sound to a stream. To her great
joy, she also saw some berry bushes. She drank and ate a few berries. Never in her
life had she tasted anything better. Feeling stronger now, Jane began to walk along the
stream and hope it would lead her to the lake.
As she picked her way carefully along the stream, Jane heard a helicopter. Is that for
me? Unfortunately, the trees made it impossible for people to see her from above. A
few minutes later, another helicopter flew overhead. Jane took off her yellow blouse,
thinking that she should go to an open area and flag them if they came back again.
注意：1. 所续写短文的词数应为150左右；2. 应使用5个以上短文中标有下划线的关
键词语；3. 续写部分分为两段，每段的开头语已为你写好；4. 续写完成后，请用下划线标
出你所使用的关键词语。
Paragraph1:
But no more helicopter came and it was getting dark again.____________
Paragraph2:
It was daybreak when Jane woke up. _________________________
读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力，主要聚焦在以下三个方面：
一、把握短文关键信息和语言特点的能力。学生需要了解给定短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。
1.此时需要学生了解主要内容：标明核心词、核心句，梳理语篇内容的推进方向
Jane and her husband, Tom,…driven three hours to camp…a lake in the forest….quarrel… walked away…lost…stop for the night…rose at the break of day…to a stream…drank and ate a few berries…hope it would lead her to the lake…heard a helicopter… Unfortunately, the trees made it impossible for people to see her…A few minutes later, another helicopter…yellow blouse…
二、语言运用的准确性和丰富性。期望学生在词汇和语言结构的使用方面准确、恰当，能够根据内容需要使用较多、较复杂的词汇和语言结构。
2.分析原文写作风格，特殊语法结构有时间状语从句，结果状语从句，条件状语从句，宾语从句，DOING，直接引语，虚拟语气，倒装，疑问句，感叹句，介词短语等
三、创造性思维能力。这是对学生续写短文内容的要求，期望学生续写的短文具有较丰富的内容。该试题具有一定的开放性，要求学生详细和生动地描述情景、态度和感情(教育部，2003)，符合课程标准的要求和学生的能力水平。学生可以紧扣语境构思情节。
1. 据第一段开头DARK可知，又要在荒野再过一晚。环境描写。大量心理活动，后悔？想念？期待？坚持？夜里有没有遇到蛇、老虎、狮子？
2. 据第二段开头WOKE UP可知，第一段应有JANE入睡的情节。
3. 第二段情节可能：醒来看到TOM；或者醒来在医院；或者贵人相助；或者直升机救援；或者独自找到湖。
此外，教师在日常教学中可以引导学生在阅读时认真分析文本内容和语言，并将分析结果应用于之后的续写中，帮助学生通过语言模仿和内容创新不断提高自己的写作能力。
首先，教师应关注学生综合语言运用能力的培养。语言是一个有机的整体，现实生活中语言使用的情景也往往是多模态并存。语言教学应该适当地回归语言的本来面目，引导学生关注语言的整体性，注意听、说、读、写技能之间的内在联系，重视语言的真实性，着力培养学生多技能综合的语言运用能力。
其次，进行读后续写的练习时教师宜鼓励学生主动、积极表达。在内容方面应允许学生大胆构想，在语言方面应鼓励学生模仿原文用词和语言结构。对学生练习中出现的语言错误可指出，但不要过分追究。
第三，教师应恰当选择材料材料的合适与否是读后续写法是否具有可操作性的关键，而材料合适的关键在于趣味性强。阅读性强的材料更能吸引学生阅读，产生较强的协同效应，从而降低英语使用的犯错率(Chen，2012)。在学生平均水平的基础上选择难度适中且趣味性较强的阅读材料是读后续写法的关键。
(作者单位：浙江省温州市第五十一中学 325000)
论文作者:严洁蓉
论文发表刊物:《中学课程辅导●教学研究》2017年8月上
论文发表时间:2017/12/20
标签：续写论文; 语言论文; 读后论文; 学生论文; 短文论文; 能力论文; 从句论文; 《中学课程辅导●教学研究》2017年8月上论文;