“读后续写”教学实践与策略

许多一线教师对读后续写教学与备考感到困惑，无从下手。据此，笔者深入思考并总结了个人对该题型的理解、教学实践与备考策略，在此与大家分享。

一、题型解读

首先，我们有必要细致精准地了解该题型的基本情况及其对学生的能力考查。

（一）题型介绍

该题提供一段350词以内的语言材料，要求考生依据材料内容、所给段落开头语和所标示的关键词进行续写，将其扩展成为一篇与给定材料有逻辑衔接、情节和结构完整的短文。

注意：

1. 所续写短文的词数为150左右（词数少于130的， 从总分中减去2分）。

2. 应使用5个以上短文中标有下划线的关键词。

3. 续写部分分为两段，每段开头语已给出。

4. 续写完成后，用下划线标出所使用的关键词。

（二）选材特点

1. 所需阅读的短文词数在350以内。

2. 文章多为记叙文、故事类文章或者夹叙夹议类文章，故事情节跌宕起伏。但是，故事线索的逻辑性比较强。

3. 故事中涉及的人物不会太多，文字浅显易懂，总体难度小于阅读理解。

（三）续写部分特点

读后续写是要在给定的段落开头语和提示词的引导下完成续写部分。所给的关键词类似于传统写作中的要点提示。但不同点在于这些关键词并非全用。考生可根据自己的理解在文章构思与写作过程中进行选择性应用。

所给段首开头语的作用在某种程度上是引领学生的思路朝哪个方向发展。

（四）评分参考

教师阅卷时主要考虑以下内容：

1. 续写部分与所给短文及段落开头语的衔接程度；

2. 内容的丰富性和对所给关键词语的覆盖情况；

3. 应用语法结构和词汇的丰富性和准确性；

4. 上下文的连贯性。

（五）能力考查

读后续写是一种将阅读与写作紧密结合的考查形式，可以说是读写并重。主要考查学生以下四个方面的能力：

1. 迅速获取文章主题（theme）、关键信息（5W1H）、语言特色的能力。

2. 语篇建构能力。

3. 创造性思维。

4. 语言运用的准确性与丰富性。

二、答题步骤

笔者将本题的答题步骤总结为“四步答题法”。即：阅读—拟稿—润色—成稿。详见下图：

三、续写案例

下面通过两个续写案例为老师们展示两种课堂思路的引领与实施模式。

案例一、记叙文六要素提炼法

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。

A Bowl of Noodles

Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn’t help crying sadly when she thought of he scolding from her mother. Having wandered aimlessly in the street for hours, she felt a little hungry and wished for something to eat, but it was not even possible for her, since she had nothing with her. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, she sighed and had to leave.

The seller behind the stand noticed the young girl and asked, “Hey, girl, you want to have the noodles?”

“Oh, yes... but I don’t have money on me...” she replied.

“That’s nothing. I’ll treat you today,” said the man,

“Come in.”

The seller brought her a bowl of noodles, whose smell was so attractive. Jenny thanked the man and started to gobblle (狼吞虎咽) up the delicious food...then cried silently.

“What is it? ”asked the man kindly.

“Nothing, actually I was moved by your kindness!” said Jenny as she wiped her tears, “Even a stranger on the street will give me a bowl of noodles, while my mother drove me out of the house. She showed no care for me. She is so mean and cruel!”

Hearing the words, the seller smiled “Girl, do you really think so? I only gave you a bowl of noodles and you thanked me a lot. But it is your mother who has raised you since you were a baby.Can you number the times that she has cooked for you? Have you expressed your thanks to her? ”

Jenny sat there, speechless and numb with shock; she remembered her mother’s familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”

On the way home, Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.

Paragraph 1:

Approaching the doorway, Jenny took a deep breath.__________

Paragraph 2:

Her mother came back home, which called her mind back.___________

写前导读：

对于初学续写的学生来说，教师当堂带领其进行写前导读是非常必要的。其目的是引导与启发。

记叙文六要素提取法的理念是通过带领学生快速提取故事关键信息（when, where,who, what, why, how），领悟主要人物的情感或心理变化从而促成学生对未知情节的合理预测。

第一步，迅速获取故事情节

教师可以引导学生按记叙文六要素对所给文章情节进行信息提炼与分析，也可以将其与故事情节的发展相结合设计导读任务，如情节排序、补全信息或问题等。以下为设计的一个情节排序的练习（如下图所示），帮学生快速梳理清楚故事内容与情节。

第二步，厘清人物情感变化。

欲实现学生对故事情节的合理预测与高质量的写作，还需引导、辅助学生厘清人物的情感与心理变化。情感线的梳理建议与情节有机结合，这样梳理起来更顺畅、高效。以下为设计的表格，清晰地呈现了人物的情感与心理是如何随故事情节的发展而变化的。

第三步，分析所给段落开头语，用问题启发学生思维

段落开头语的功能是为学生的推测与续写提供方向，并为原文进一步补充关键性信息。教师需提醒学生对续写部分两段的段落开头语高度重视并引导其进行深度思考与解读。从而确保续写文章思路与原文逻辑高度契合。就ABowl of Noodles 这篇文章而言，续写部分第一段的开头语“Approaching the doorway, Jenny took a deepbreath.”，教师在进行写作指导时需引导学生思考“How did Jennyfeel at that time?/ Why did Jenny take a deep breath ？”这样，学生在续写时可以更好地把握人物的情感与心理。对于第二段开头语“Her mother came back home, which called her mindback.”，教师需引导学生思考“What did Jenny do before her mother came back?”“Did Jenny have a chance to say sorry to her mother immediately she got home?”这 些问题可以有效引导学生对两段的开头语进行解读，正确把握故事发展脉络、合理预测故事结局。下面提供一种引导方式。

第四步，列出关键词并进行适当分类以备使用

教师引导学生单独列出所给关键词。这样便于学生看着关键词构思续写文章的情节，学生的思维会更集中、清晰；头脑更澄澈宁静，留有更大的想象空间。而不会时刻受到原文的牵绊。整理关键词还可以按记叙文六要素或词性进行简要分类，学生在构思与写作时提取起来会更方便。下面提供一种处理方式。

学生习作：

Approaching the doorway,Jennytook a deep breath.Shefelt a little nervous, but she opened the door at last.“Mom,mom.”She said weakly. However, nobody answered. She couldn’tfind her mother anywhere at home. She thought：“ My mother had left me!” At that time, she couldn’t help crying.She thought of thethingshermotherdid forher.forexample,hermothercooked for her, looked after her, washed her clothes and so on. She regretted very much now.

Her mother came back home, which called her mind back.“Oh! My baby, you had come back. I went out to find you. Are you crying? What happened?” Her mother said. She looked at the familiar face and smiled. She hugged her mother and said:“Mom, I’m so sorry. I should make an apology for my rudeness to you. I shouldn’t quarrel with you. Mom. I love you. Thanks for all the things you did for me.”“I’m very happy that you can understand me. My dear, I love you forever.”Her mother said warmly. On that afternoon, she grew up.

案例二、关键问题导引法

关键问题导引法的理念是通过精心设置的3个左右的问题辅助学生快速、精准获取给定文章的主旨与发展脉络，从而有效保证学生续写思路不偏离给定文章的行文逻辑。

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。

A Lady Named Lill

Lill was a shy, young French-American girl who grew up in a farming community. At the age of 16, her father thought “Lill has had enough schooling,”and she was forced to drop out of school to contribute to the family income.

Her limited education and skills left her with little hope and confidence and she didn’t know what work she could do. She rode the bus daily into Detroit, but she couldn’t gather the courage to respond to a Help Wanted ad; she couldn’t even bring herself to knock on a door. Each day she would just ride to the city, walk aimlessly about and at dusk return home.

As days passed, Lill knew she had to have the courage to knock on a door. On one of her trips, Lill saw a sign, reading:

“Secretary Wanted”.She walked up the long flight of stairs to the company offices. Cautiously, Lill knocked on her very first door, and was met by the office manager Margaret. In her broken English, Lill told her she was interested in the position, falsely stating that she was 19. Margaret knew something wasn’t right, but decided to give the girl a chance.

She sat her down at a typewriter and said with a smile,“Type the letter for me, and let me see how good you are.” Then she left.

Lill looked at the clock: 11:40 am. She figured that she could run away in the crowd when the clock struck 12. But she knew she should at least stay and give it a try.On her first try, she got through one line. It had five words and she made four mistakes. She pulled the paper out and threw it away. The clock read 11:45.“In fifteen minutes,”she said to herself,“I’ll escape from the company, and she will never see me again.” On her second try, Lill got through a full paragraph, but still made many mistakes. Again she pulled out the paper, threw it out and started over. This time she completed the whole letter, but still there were many mistakes in it. She looked at the clock:11:55— five minutes to freedom.

Paragraph 1

Just then, the door opened and Margaret walked in._____________________

Paragraph 2

Lill was astonished, who looked up at Margaret, excited to tears._________

写前导读：

1.Why couldn’t Lill even bring herself to knock on a door while looking for a job?

2.What kind of person do you suppose Margaret was? Try to prove your idea.

3.In your opinion, did Lill try her best when typing the letter? Why do you think so?

4.Did Lill get the position in the end? Try to predict an ending to the story.

问题设置说明：

法裔美国女孩Lill因家境困难16岁被迫辍学去大城市找工作补贴家用。Lill英语不好，又没有接受足够的教育， 虽每天乘车去城市找工作，却有相当长一段时间没有勇气叩响招聘单位的门。后来她意识到自己至少要鼓足勇气试一试。故事就是在这样的背景下展开的。

学生在写作前需要充分读懂故事发生的背景，了解女孩的心理状态才能进一步理解女孩在面试过程中的举动，合乎逻辑地预测故事的发展。而对于面试女孩的经理Margaret，我们需要引导学生通过文中的一些细节去体会、推断她是怎样的一个人，这对于准确把握文章发展脉络，合理预测故事结局非常关键。而就女孩当时的现有技能而言，对于“她在面试中态度是否是积极的、是否尽了全力”这一问题的思考可以为学生预测故事结局进一步提供依据。在对所给文章与续写部分开头语进行深度思考后，启发学生合理想象并预测故事结局。至此，对故事情节的发展与结局的预测对学生来说已非难事，而且有效保证了学生续写思路不偏离原文的行文逻辑。

学生习作：

四、应对策略

笔者将读后续写的教学策略总结为“登山式：小步走，逐级攀登”。具体分为“三个”教学阶段。

第一阶段：打开思路、合理预测

引领学生学会快速获取文本的关键信息，分析情节与人物，准确把握文章主旨和语言特色，学会合理预测（reasonable, coherent, positive）。

本阶段教学策略：

1. 利用故事性完形填空、阅读理解、英文名著节选等，在教师的指导下学生进行控制性阅读。在适当的节点暂停阅读，根据已读部分的故事发展脉络，对文章进行发散思维，设想可能的结局，然后对照原文，看自己的设想是否与原文一致，如不一致，自己的设想是否合理。

2. 训练学生根据两段段首语推理情节发展方向；根据关键词建构故事大致框架。学生对这一环节的驾驭能力直接决定续写文章是否合乎逻辑。

3. 指导学生学会根据故事发展脉络、生活常识、社会经验等合理添加一些次要情节，使续写部分故事情节更加充实丰满。

4. 激发学生合理想象，本阶段的习作评价不要过于严苛，保护学生的写作热情。

第二阶段：规范答题

本阶段的续写任务要求学生课上限时完成；文章词数、关键词使用数量严格按题目要求；文章需逻辑合理、紧扣主题；语言尽量避免基础性错误；对所使用的关键词加下划线。

本阶段教学策略：

引导学生通过适量的规范化训练摸索出适合自己的做题节奏。如读与写的时间分配；在给定的答题时间内需达到怎样的阅读速度与写作速度。特别提醒：教师需选取优质续写题目对学生进行训练。

第三阶段：升级表达

帮助学生努力实现语言的准确性，并尝试使用较为高级的表达，如使用贴切、生动的词语，多变的句式进行环境、动作、心理描写等。

本阶段教学策略：

1. 增强学生阅读，尤其是阅读英文经典作品。旨在开阔学生写作思路、积累好词好句以丰富自己的记叙文写作语料库、模仿经典作品的语言风格。

2. 进行适度专题训练。Practice makes perfect。通过适度专题训练，学生可以进一步熟知该题型的特点，更好地掌握该题型的写作技巧，更有效地调动自己所掌握的语言知识与技能，从而在给定时间内写出高质量的文章。

3. 引导学生反复尝试多种句型，找到自己能掌控的句子类型与长度；精准使用标点符号。

4. 教会学生运用一些篇章写作微技巧，如重点情节要浓墨重彩（人物动作、心理描写；环境渲染；矛盾冲突等）；写作时脑中先成文，落笔一气呵成。

结语：

以上笔者进行了题型解读、案例呈现并陈述了一些基于实践探索的较为有效的教学策略。但攻克该题型的关键的却是：实践，实践，再实践！在教师的教学实践探索与学生写作体验的交互作用下，相信续写教学会日臻成熟完善，而学生的续写文章质量也定会不断实现提升甚或飞跃。

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