浙江新高考英语读后续写教学策略

摘要：浙江属于高考改革试验的重点省份，为了实行一年两考，将英语新高考与之前自主命题的浙江卷相互比较，考试的形式与内容上都发生了重大转变。读后续写是关于阅读文本和写作两个主要的环节，需要在规定时间内阅读并梳理文本的结构和逻辑等。本文介绍了浙江新高考英语读后续

关键词：浙江省；高考英语；教学策略

作者：陈燕

单位：丽水中等专业学校

正文：读后续写的任务要求主要是在阅读短文的过程中完成写作任务，从对语言的输入到输出，教师需要将教学与应用联系在一起，提升学生的综合运用能力。浙江新高考英语读后续写的重点内容就是考察学生对于英语的基本素养，会提供一段语言材料，根据提示材料，对其进行续写，将其延伸为一篇完整的短文。因此，教师在教学的过程中，要正确的引导学生解答读后续写过程中对情节的处理和语法、词汇的运用。

一、浙江新高考英语读后续写教学中存在的主要问题

（一）教师教学的内容上缺乏创新

课文的故事情节在某种程度上推动着故事情节的发展，教师在教学的过程中，应该将创新性和逻辑性作为教学的重点内容。但是在读后续写的教学中，部分教师往往会直接忽视掉事物发展的客观性规律，没有根据学生的实际情况，作出具体化的分析。例如教学过程中，没有考虑到教学文章中的时间、地点和人物。出现这种问题的原因主要是部分教师的文化意识较为薄弱，没有深层次的文体作为支撑，因此，难以在教学的内容上进行全面的创新。

（二）教学的主题与中心思想不相符合

教师在实际的教学过程中，应该让学生明白，学习的思路和内容并不是唯一的，要将理论和实践进行有效地结合。但是在现实的教学环境下，教师总是过多的关注理论细化的教学，并没有将教学主题与思想进行一个有效的结合。并且在实际的教学过程中，忽视掉了实践中所需要的教学素材。

（三）基础性教学不够稳固

词汇和语法是高考英语写作的评判标准，也是英语写作的基础，从部分学生的作业中，实际上可以发现，他们受到汉语的影响，在写作的时候，口语化过于严重。当学生基础性知识不够稳固的时候，教师并没有针对学生的这一问题，采取进一步的措施，当学生语言表达和自身的能力受到限制，表述方式跟不上既定的情节设置，语言的协同能力也会过于薄弱。所以，教师应该增强学生的基础性教育，为他们日后的英语提升奠定基础。

二、浙江新高考英语读后续写教学策略

（一）指导学生创新读后续写的文章内容

教师对于学生在读后续写中存在的问题，可以针对性的提出指导建议。首先是在情节的安排上要合理，教师通过指导图可以更为直观的反应文章结构，也能更为简单的还原故事情节，当学生首次接触到读后续写题型的时候，对于其中故事情节不够清楚的时候，利用指导图可以较为有效的帮助学生明确故事情节。其次是要提高学生的评判思维，这样可以为文章内容增添一定的创新性，例如在2016年10月浙江新高考英语读后续写“荒野冒险”中，要求是，所续写的短文词数为150左右，要使用五个以上短文中标有下划线的词语。分别

是:Jame、Tom、Lake、wake、climbed、at a distance、stream、to her joy、yellow blouse.学生要做的是根据已知信息，表明的核心词和核心句子，明确整篇内容所要推进的具体方向。然后根据时间、人物和环境等动词进行划分，按照故事情况进行分析。根据原文的写作风格，学生要加入创新性的句子，可以从时间状语从句、或者是结果状语从句等方面考虑。文章有一定的文体意识，且把握前文中情节发展的逻辑性。所以，教师应该梳理读后续写相关且常用的问题，如果是记叙文，将其时间、地点、人物、起因、经过和结果一并说明。只有这样，才能让学生准确的把握故事发展中的核心问题，提升学生英语成绩。最后是在定位语言的风格上，原文是按照一般过去式，词汇的描述丰富，句式结构也多样化，而结果从句和现在分词等会做结果状语，从行为描写和心理描写上，生动地展示了Jane的个人形象。教师在教学的过程中，应该自身具备一定的创新精神，这也是培养学生创新能力的前提。学生在获得英语知识前提的基础上，以及能力形成的过程中，教师往往是占据在一个主导的位置上，所以教师自身应该具备一定的创新精神，才能更高的指导学生创新读后续写的文章内容。为学生创设一个情境化的教学模式，以培养他们的发散性思维和创新能力，教师要善于在日常的教材中发现可用的教学题材，让学生运用所学知识，来打破原定的思维模式。

（二）在平常的练习中，进行合理化的续写

读后续写实际上是一项较为复杂的思维性问题，要求学生既要了解阅读的文本，又要了解文本中所需要的内容。清楚和理解文本的特征、结构和情节。教师在构建文本的过程中，可以组织学生以小组为单位，进行讨论，对于文本中的plot和language进行解析。首先是在人物关系中，以记叙文为例，时间-地点-人物，同样是在2016年10月浙江新高考英语读后续写“荒野冒险”中，地点是在森林，人物是妻子Jane和Tom，事件则是妻子和丈夫发生争吵之后离开野营，然后迷路，又遇到了直升机。教师要教导学生，学会自行的整合信息，定位情节中的主要矛盾，文章开头都是运用第三人称的叙事模式。如一般过去式：one weekend in July、by the time、they reached the lake、as she picked her way等，主要的时间状语从句一共占了百分之五十。在加上丰富的用量丰富的词汇来丰富人物的内心情感，是以副词和形容词为主，如angry、surprise、hungry and thirsty、carefully等。除此之外，还利用多样化的句式，为文章情节的发展奠定基础，as、after等引导时间状语从句作为贯穿全文和题时情节发展顺序的主要词语，为刻画人物内心情感，推动情节发展奠定了丰富的基础。根据以上的推断，就可以进行合理化的续写，抓住人物内心主要的矛盾，明确故事应有的发展方向。文本的核心矛盾主要是妻子Jame是否最终获救，其中存在着两种可能，是或者是不是，所以根据提供的信息，和最后一段中的关键词，都为故事的发展走向提供了潜在性的线索，这也暗示了她最终是能够获救的。而获救是方式就需要学生运用自身的逻辑思维和现象力去续写。然后是构建一个大致的框架，为故事的发展和情节的延续所提供的基础信息，所以将侧重点放在Who和What上，结尾处将重点放在Jane的行为、心理和语言上，通过at a distance和lake等关键词，体现文本的整体性。

（三）丰富学生的基础词汇知识，夯实续写基础

教师在教学的过程中，要提醒学生按照考试说明，所规定的问题和字数进行续写，在考虑文章趣味性和核心矛盾设置合理性的过程中。既要激发学生学习英语的兴趣，又要创造一个可以充分想象的思维空间，使其合理、创意和续写成为一种可能。对于文章最后的结尾，教师要给出指导性的建议。通过小组讨论的方式，主要是针对文本中合理化的续写文本，和其中情节发展中的核心矛盾和语言特征等，营造出一种合作化的氛围与模式。最后是在语言素养的培养上，从丰富的词汇和评分标准中可以看出，其要求学生在续写时紧紧围绕文中的主题和中心思想。读后续写作为一种新型的写作题型，学生在了解了特点和写作技巧之后，要多加练习，做到对新题型的准确掌握。充分利用记叙文故事类的完形填空，对文章中的某一段进行合理化的想象。其实新高考英语读后续写教学与传统写作教学有一定的相似之处，

所以在续写文章的时候，要重点注意句子与句子之间的连贯性，以及各项冠词之间的连续性。让学生进行专题性的训练，释放他们的想像力和创新能力，激发他们的表达愿望。在掌握了一定的步骤之后，尽量不重复性的使用原文中出现过的原句，通过自己的语言将其表述清楚。例如在平常的词汇预习单元中，可以通过熟悉学习教材为之后的读后续写提供基础，对于平常容易出现的错误，名词、动词和形容词等核心词汇上，要进行分类整理，明确单词的基本词性。通过形式多样的联系，可以提高词汇的重复率，不仅阅读教学少了词汇上的障碍，也为读后续写中的训练奠定了基础。将训练的方式变得多样化，让学生在明确基础知识后，可以使用更为连贯性的语言完后续写，以此来提高他们的阅读和写作能力。

（四）合理化运用与语境相符和的语言，促进学生英语水平的提升

学生的语言协同能力强度与其持续能力不仅与语言学科之间的素养有着紧密的联系，还和原文中所使用到语法和词汇结构出现的频率有着紧密的联系。所以，教师可以从这一方面入手，引导学生借鉴原本中的经典时态、词汇和语法结构。在不改变原有题意的基础上，侧重的强化学生对于文章目标性语法的使用。例如，非谓语动词做状语中，He walked from shop to shop,looking into each decorated window.教师要有目的性的指导学生进行读后续写，帮助他们总结非谓语动词的具体使用，让他们在接下来的学习中，都能使用到这些语法知识。同时，可以适当的增加用词的准确性和结构的丰富性，合适的语法知识能够提高学生对于语言运用的准确性，而语法和词汇一直是教育教学重点关注的内容。学习和掌握的英语知识包括词汇、语法功能和话题等，在新高考英语读后续写中运用到这些语法知识不仅可以确保文章内容的准确性，还能为中心思想和后续内容增添相应的情感。例如在大雨的描写中，表达上就有多种方式：a timely rain poured down heavily ,这表达的是大雨倾斜而下。同样的，也能使用with the advent of the heavy rain.表达方式的不同，也能为学生在语言写作上增强一定的丰富性和多样性。在教材中就有很多单元适合读后续写的题材，例如在Healthy eating 中，这一篇文章主要讲述的是主人公和利用一个人分别开了一家餐馆。但是这两家餐馆都存在着一定的问题，文章的最后是以The competition between two restaurants was on 作为结尾。这就是一个非常好的续写材料，当学生在续写完成之后，教师所要做的就是查看其中的句子有没有与原文之间保持一定的连贯性。要知道读后续最大的优势就是将语言的模仿和内容进行创新性的结合，所以，应该学生充分发挥出自身的想象能力。教师在选择材料的时候，可以是来源于高考卷也可以是教材。

结束语：通过思维导图的方式，可以激发学生的想象能力，提升他们的文体意识，从而在读后续写的创作中更为合理化。教师在教学的过程中，要根据实际的教学情况和学生的个人特点，选用合适的素材，在帮助学生增强语言协同能力的时候，也要引导他们积累和丰富词汇量，为之后的英语学习奠定坚实的基础。

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[1]刘威.读写整合策略在高中英语写作教学中的应用[J].基础外语教育,2016,18

[2]王洪霞.基于语言能力发展的高中英语读后续写教学策略探究[J].英语教师,2017,17

[3]楼优奇.浙江省新高考读后续写的教学策略和备考建议[J].科技创新导报,2017,14

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