潜移默化，续写生花——以北师大版新教材第一册为例

广东

读后续写是一个围绕某一具体的主题语境，基于记叙文语篇内容，通过分析语篇结构，抓住语境线索，进行符合逻辑的语篇内容续写的过程。王初明教授认为，读后续写实现了内容创造与语言模仿的有机融合，被视为促学外语最有效的方法之一。那么，教师应该如何做到“兵马未动,粮草先行”，并充分利用该题型发展学生的语言能力、思维品质等核心素养呢？笔者深入研究了浙江省历年高考英语真题以及北师大版新教材，认为教师应该从高一开始就在教授新课的过程中渗透读后续写策略。本文立足教材，从策略分析、实战演练、赏析积累三个方面，探讨教师如何在新授课阶段渗透读后续写策略，提高学生的核心素养，为高考打下坚实基础。

一、高效利用教材中的记叙文，为续写寻抓手

1.结合标题和记叙文六要素，厘清故事框架，正确解读语篇

“读”是“续写”的基础，只有正确解读了语篇才能开展合情合理的续写。那么，如何精准理解语篇呢？《普通高中英语课程标准（2017 年版）》提出研读语篇时，首先应尝试回答三个基本问题：What——语篇的主题和内容；Why——语篇的深层涵义；How——语篇的文体特征、内容结构和语言特点。

以北师大版新教材第一册Unit 1 Lesson 3 YOUR LIFE IS WHAT YOU MAKE IT 为例，教师可以引导学生以记叙文六要素为抓手，厘清故事框架：

Who:Zhang Tian

When:after graduation from university

Where:a small village

What:Zhang Tian applied for and became a volunteer teacher in a village school and made a difference to the village.The changes he made included school subjects,school activities,students’ learning and villagers’ life.

Why:He was inspired by his early school teachers and he wanted to start a new lifestyle.

学生提炼了文本的重要信息后，教师要引导学生分析文章标题YOUR LIFE IS WHAT YOU MAKE IT。学生的认知图式被激活：I am able to make a choice for my life and I can surely make it no matter how difficult it will be.教师提出引导式问题：What do you think of Zhang Tian’s life choice?学生进行深层次思考：Zhang Tian chose to be a volunteer teacher in a village school.He made a great difference to the village.How meaningful his life was! It seems everyone can have a beautiful life including me.学生在问题的引领下进行知识的内化，深刻地理解文章的主题思想，并树立正确的人生观。

2.洞悉文本中的“伏笔”，读懂人物性格，确定续写方向

读后续写要求写一个事件，而事件的发展离不开起承转合或者转合归一。这就要求续写文本与原文本在逻辑上能建立起连接点，所以教师要培养学生的这一能力，使其能洞悉文本中的“伏笔”。同理，学生只有读懂人物的性格特点并关注人物的情感变化，方可在续写中顺理成章，高度衔接。

在2018 年6 月浙江卷读后续写中，Uncle Paul 说的“Don’t be late for supper”“and keep to the track so that you don’t get lost!”就是伏笔，极具慧眼的学生能在续写中写到因为下雨，所以迷路时无“track”可循；因晚饭时间未归，Uncle Paul 出来找“我们”。发现语篇中人物的性格也是十分重要的，如2017 年11 月浙江卷读后续写中，语篇第一段“I had an interesting childhood.It was filled with surprises and amusements,all because of my mother—loving,sweet,yet absent-minded and forgetful.One strange family trip we took when I was eleven tells a lot about her.”概括了妈妈的性格“loving,sweet,yet absent-minded and forgetful”以及表明了这次旅游的特点是“strange”。可惜，部分考生随心所欲地写旅游经历，却没有用事例表现出妈妈的这些性格特点，所描写的经历也没有表现出这次旅游的“strange”，这种没有联系语篇的续写注定是低分的。

以北师大版新教材第一册Unit 2 Lesson 1 THE UNDERDOG 为例，Part 1 最后一句“Paul didn’t know he’d soon get the chance that he’d been waiting for.”就 为Part 2作者因受伤而由Paul 替补上场，继而因为Paul 表现出色，球队最终获胜这一故事情节埋下了伏笔。又如Unit 3 WRITING WORKSHOP 第二段“Dad was nowhere to be seen.”埋下伏笔，由下一段“Just before lunchtime,Dad came in with some guests.”作回应。教师要引导学生在阅读时识别“伏笔”,并预测、想象伏笔后面的情节，培养学生的逻辑思维和创造力。

3.巧设“问题链”，推进情节合理发展

继续以Unit 3 WRITING WORKSHOP 第二段“Dad was nowhere to be seen.”为例，教师可以用问题链引导学生预测故事情节：1.Where did Dad go? 2.Did Dad remember Grandpa’s birthday? 3.Did Dad love Grandpa?4.What did Dad go out for? 学生根据第一段“That day was awesome.It was Grandpa’s 70th birthday.The whole family had been preparing for it for quite some time.”可以推 断 出“Dad went out to make preparations for Grandpa’s birthday.”。但具体准备什么呢？学生可以发挥想象力，合理推测。学生在问题链的推动下既对上文有了深刻的理解，又对下文充满了期待，“问题链”的设置既提高了学生的阅读兴趣，又培养了学生的逻辑推理能力和创造力。

二、立足教材，实战演练

1.续写文本设置

教师要善于发现教材中的素材，让学生续写。可是，教师应该在哪里断开文本，让学生续写呢？

《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）》第一版中的样题讲述了这样一个故事：Arthur 主动帮助一个年轻人拿手提箱后银行警铃大作，一个女人用异样的眼光看着他和他手里的手提箱，他跑了。要求续写的是Arthur 跑后的情节。而2018 年6 月浙江卷讲述的是爸爸带“我”去Uncle Paul 的农场，下午爸爸和“我”一起骑马向附近的山奔去。要求续写的是骑马奔向山间后的情节。可见，教师利用教材资源训练续写时，应该在故事的发展即将推向高潮的部分断开。而要让续写内容丰富，我们可以引入一个新的事物、新的人物来激化矛盾。

2.续写教学实例

以北师大版新教材第一册Unit 2 LESSON 1 THE UNDERDOG 为例。教师要求学生阅读Part 1，并给出续写段落的首句，第一段首句：Suddenly,a player and I crashed into each other.第二段首句：Paul jumped up and rushed onto the court.然后引导学生进行读后续写。

Activity 1:Clearly understand the passage.

Question 1:What’s the background information of the story?

S:Paul and I loved basketball and both were on our school team,The Lions.Paul was short but skillful and hardworking.Though he was a replacement,he desired to play for the team.

Question 2:What are the six elements of the narration?

Who? S:Paul,I,and our coach

When? S:This week

Where? S:On the court

What happened? S:Our school team,The Lions were playing against our main competitors,The Bears.

至于“How”和“Why”，Part 1 的语篇中并未涉及，但教师可以继续用提问的方式引导学生思考：

How：How did we play? And what was the result,won or lost?

Why：Why did we win?/Why did we lose?

【设计意图】以记叙文六要素为抓手，厘清文本脉络，让“读”精准地为“续写”打基础。用“How”和“Why”启发学生预测故事情节，培养学生的逻辑思维，让续写的内容合理且丰富。

Activity 2：Find hints and make predictions.

1.Can you find any hints in the passage?

S1:I can find a hint in Paragraph 3,saying“Our coach was not so sure.Paul had to try out many times just for making the team.He was still usually on the bench,being just a replacement,which was really tough on him.”

S2:I can find a hint in Paragraph 4,saying“Paul didn’t know he’d soon get the chance that he’d been waiting for.”

2.Predict and find answers to the predictions.

S1:Paul must have got a chance,but how did he get it?He was a replacement.Maybe someone got injured so that there was a chance for him.

S2:The coach didn’t believe Paul’s skill,but what made the coach give the chance to Paul? Maybe someone persuaded him.Maybe Paul did something good.

S3:How did Paul play when he got the chance? Did the coach change his attitude towards Paul?

【设计意图】让学生通过仔细阅读文章，发现文中的伏笔，并进行自问自答以打开思路，在内容上为续写故事做准备，培养学生的创新思维能力。

Activity 3:Work out the character of Paul.

问题链：

1.How tall was Paul?

S1:He was only 1.6 metres tall.

2.Did Paul feel pessimistic because he was short? What’s the hint in the passage that supports your idea?

S2:No,he didn’t.Because Paul once said,“If Bogues could make it,why not me?”

3.What do you think of Paul?

S3:Paul is skillful,hardworking,optimistic and confident.

【设计意图】上一个环节的设计是为了打开学生的思维，助其思考故事发展的各种可能性。但读后续写并不是任由学生发挥，续写内容必须与原文本高度连贯。所以此环节的设计是为了让学生了解故事中人物的特点，确定故事发展的方向，培养学生的逻辑思维能力。

三、赏析教材中的语言，积累读后续写资源

一篇优秀的读后续写不仅要展开符合逻辑的想象，把故事补充完整并且适当升华主题，还应该是有温度的，有感染力的。只有在读后续写中创设出生动的情境，才能传达出真情实感，从而让读者身临其境，感同身受。而情境的创设则有赖于对细节的描写。正如《人间词话》所云，“境”不仅跟生活情景有关，更和心灵世界有关。彼时彼境的生命体验，更容易在视、听、触、嗅等感官刺激的还原中获得。好的读后续写应该运用细节描写来充实情境。因此，教师在日常教学中，应该引导学生欣赏教材中精彩的细节描写，分析课文如何通过细节描写来烘托情感，进而激发学生去体验和尝试细节描写的热情。

细节描写主要是指对事物或者人物的具体、生动、细腻的描写，包括场景描写、人物语言描写、动作描写、心理描写等。北师大版新教材中有很多生动的细节描写，教师可以引导学生对其进行分类整理，以下是笔者对北师大版新教材第一册的部分整理。

（1）场景描写

观众欢呼场景：He made shot after shot,and the crowd couldn’t stop clapping and cheering.（Unit 2 Lesson 1 THE UNDERDOG）

烟花场景：Fireworks were being let off across the city,suddenly lighting up the night sky.Children were covering their ears but with an expectant look on their faces.（Unit 3 Lesson 1 SPRING FESTIVAL）

家庭聚会场景：Our grandchildren run around shouting and playing,and the adults gather around the table to talk about the past year.（Unit 3 Lesson 1 SPRING FESTIVAL）

圣诞节场景：In December,our excitement grew each day– lights appeared in the streets,Christmas cards arrived,and there was snow everywhere.（Unit 3 Lesson 3 MEMORIES OF CHRISTMAS）

（2）语言、动作、心理描写

语言描写：Paul 争取机会时说的“Let me try,coach! I won’t let you down!”教练说的“It’s your time to shine.”（Unit 2 Lesson 1 THE UNDERDOG）

动作描写：Her hand was slightly shaky,but she wrote“Father Christmas,the North Pole”on the envelope.（Unit 3 Lesson 3 MEMORIES OF CHRISTMAS）

心理描写：表现Grandpa 难以置信的句子Grandpa couldn’t believe his eyes and it took quite a long time for them to calm down.（Unit 3 WRITING WORKSHOP）

（3）修辞手法、语法、词汇/词块

修辞手法有比喻、拟人、排比等。北师大版新教材第一册Unit 3 Lesson 1 SPRING FESTIVAL 中“We think about what the children would like to eat,what we need to buy and what dishes need to be prepared.”就是运用了排比的修辞手法，表达了作者盼望孩子回家的急切心情。

非谓语动词、定语从句、状语从句、名词性从句以及倒装句、强调句等语法在教材中广泛使用。如Unit 3 Lesson 3 中有倒装句“Inside,I keep Granny’s paper hat and the letter she helped me write that Christmas.”、强调句“When I think about what makes Christmas so magical,it’s not just gifts and Father Christmas that come to mind.It’s also my memory of Granny.”等。

至于词汇/词块，北师大版新教材第一册中有a wide range of,drag away from,with an eager heart,live up to,flash through his mind,have a strong desire to,shine,earn,amazed,awesome 等等，其中最值得赏析的是一个象声词buzz。在Unit 3 Lesson 1 SPRING FESTIVAL 中，句子“Our house buzzes with activities when everyone comes home.”中的象声词“buzzes”生动形象地描述了家人团聚的热闹。

读后续写是一个综合了阅读能力与写作能力，体现了思维能力和语言能力的书面表达题型，对学生来说具有挑战性。教师应该把教材作为主阵地，只有这样，学生才能几乎每天都在接受语言能力、思维能力、学习能力的训练并得到提升。笔者坚信，在教师的正确引导下，学生能在读后续写中运用准确而丰富的语言创作出既符合逻辑又有创造性的故事。