立足新教材，巧练读后续写微技能

湖北 罗正礼

读后续写是新高考改革中出现的新题型，它将阅读与写作融合在同一语境中，在考查学生阅读能力的同时，关注对学生写作能力的培养。这种全新的考查形式对于大多数学生来说有一定的难度，那么如何有效提升学生的读后续写能力就是教师教学的重点。笔者在读后续写的教学实践中发现，情节构建和语言表达是学生的两大弱项，其中语言表达的部分尤其需要教师系统规划、系统指导。针对如何帮助学生提升读后续写语言表达能力这一问题，笔者认为教师要用好、用透新教材，深研并整合阅读文本；将读写综合技能分解成微技能并依托新教材融入读写教学中，从而逐渐提升学生的语言表达能力。

一、利用新教材文本锻炼“写长法”，促进语言输出

笔者在教学实践中发现，新教材在锻炼学生的写作能力这一方面可谓是用心良苦，在人教版新版教材中提及了两种帮助学生提高续写能力的方法。

1.单句写长法

所谓单句写长法就是教师提供一句英文，然后让学生不断地将此句加长、延伸下去，学生可以使用名词性短语（NP）、形容词性短语（AdjP）、副词性短语（AdvP）、各种从句、非谓语动词等语法形式。教师可要求学生在完成后进行朗读并相互批改，最后教师再有针对性地批改点评。

例如：人教版新版教材Book 2 Unit 4 教参P168 Optional Activity 就为教师提供了很好的续写单句写长的范例。

基本句：There was a house in the countryside.

增添信息后：There was an old white house in the countryside.

增添信息后：Once upon a time there was a strange,tiny,twisted,old white house,which stood in the middle of a magical ancient forest in the countryside far away from the nearest town.

对比以上三句，可以发现单句延长成文法确实可以快速训练并提高学生的续写能力。笔者在使用此法对高一年级的学生进行续写教学时，课堂气氛热烈，学生积极性高涨，各个层次的学生都能参与到写作中，并体会到写作的快乐和成就感。

2.语篇写长法

所谓语篇写长法，就是以学生第一次写的语篇为基础，通过加入名词性短语（NP）、形容词性短语（AdjP）和副词性短语（AdvP)来增加文章的词数，使学生克服提笔犯难的心理问题，培养学生的语感。

以人教版新版教材Book 1 Unit 1 Discovering Useful Structures Exercise 3 为例，该题要求学生通过使用NP、AdjP 和AdvP 来增添信息。

原文：I’ve always wanted to be a cheerleader.Yesterday,I tried out for the team.It was hard.First,we had to dance.The teacher showed us how to move,and then we tried.Second,we practised singing a song about the school basketball team.Finally,some girls had to lift their partners.The other girls jumped and cheered.I think I did well,but the other girls were better.I’m not sure if I’ll make the team or not.

增添信息后：I’ve always wanted to be a high school(NP) cheerleader.Yesterday,I tried out for my school’s cheerleading (AdjP) team.It was really hard.First,we had to dance up and down around the basketball court for 20 minutes (AdvP).The teacher showed us how to move,and then we tried very hard (AdvP).Second,we practised singing a short fight (NP)song about the school basketball team.Finally,some of the stronger (AdjP) girls had to lift their partners.The other girls jumped very high (AdvP) and cheered so loudly (AdvP).I think I did quite well in the try-out (AdvP),but many of (NP)the other girls were even better.I’m not so sure whether I’ll make the cheerleading team this year or not.（教参范文P77）

对比前后两篇文章可以看出，在使用NP、AdjP 和AdvP 结构增添信息后，第二篇文章的语言表达明显得到了提升。这是教参给出的参考答案，在实际教学中，学生的各种添加往往更让笔者惊叹不已。

二、通过新教材学习“五感描写法”，建构立体场景

所谓“五感描写法”即从视觉、嗅觉、味觉、听觉和触觉的视角出发，让描述显得生动具体，让场景立体化，让故事栩栩如生，让读者身临其境。

例如人教版新版教材Book 2 Unit 4 Reading for Writing的第二段就为教师指导学生运用“五感描写法”来提升续写能力提供了生动的模板。

原文：The peaceful landscape of the“Emerald Isle”and its many greencountiesis a true feast for the eyes,with its rolling green hills dotted with sheep andcattle（视觉）.And down by the sea,the roar of theoceanwaves and cries of the seabirds make up the music of the coast（听觉）.On a quiet morning in the mountains,feel the sun on your skin（触觉）,and breathe in the sweet scent of fresh flowers（嗅觉）while birds greet the new day with their morning song.

在上文中，作者生动地描述了乡村美景在视觉、听觉、触觉、嗅觉方面给人们带来的直观感受。作者对丘陵、大海、群山进行了惟妙惟肖的描写，让读者有身临其境之感。

又如人教版新版教材Book 2 Unit 4 教参P168 写作范文

In my village,every day starts with a“fire”! The houses turn red（视觉）as the sun rises above the mountains.

Seeing the flames,the roosters sound the alarm（听觉）.They wake everyone in the village with their loud cries,chasing the children to school and rushing the adults to work.In the evening,a gold haze settles over everything（视觉）.This is my favourite time of the day,when all work for the day has been completed.When the smell of hot oil and fragrant spices float through the air（嗅觉）,I know that it will soon be time for dinner.My neighbours begin to call to their children to come home.The birds begin their nightly quarrel（听觉）over their favourite places to rest.

At night,the stars come out（视 觉）to tell us that all is well and my village grows quiet.For now we’ll sleep,and tomorrow the sun will set us on fire again for a new day!

在上文中，作者借助“五感描写法”给读者呈现了一个美丽、祥和、宁静的乡村立体画面。因此，教师应该利用好新教材文本，有意识地引导学生挖掘各种感官细节，让续写活起来。

三、通过新教材学习“动作链”，刻画生动细节

所谓动作链微技能是指在描绘动作的时候，分解动作，使用动感强、层次感强、精准化的一系列动词形成动作链。具体而言，可采用A、B and C 形式和分词形式等呈现一系列动作。

例如：人教版新版教材Book 1 Unit 2 Reading and Thinking第三段

Stay in a local hotel,visit the museums,admire the architecture,enjoy the excellent local food,and go shopping at the local markets.

上文中的动作链，使在秘鲁旅游的行程安排跃然纸上。

又如：人教版新版教材Book 2 Unit 4 Workbook Expanding Your World 第二段

So early one cold winter morning,she set out to a distant town.After four hours of struggling through snow,she found the town and quickly bundled her new samovar into her sack and hurried home.

上文中的动作链，将主人公在一个寒冷的冬天冒着风雪，前往一个遥远的小镇购买新茶炊并赶回家的情境生动地勾勒了出来。

再如：人教版新版教材Book 3 Unit 1 Reading for Writing 第二段

On the first day,I set off to the games early with my friend Burin.I saw a lot of people wearing fancy Mongolian robes.Some were feeding their horses,some were practising archery,and others were chatting or taking photographs.

上文中的动作链，客观地展示了那达慕节时人们的穿着及节日活动，使读者加深了对于那达慕节的了解。

还如：人教版新版教材Book 2 Unit 4 教参P168 写作范文

Seeing the flames,the roosters sound the alarm.They wake everyone in the village with their loud cries,chasing the children to school and rushing the adults to work.

上文中的动作链，非常生动地描绘了村里公鸡打鸣，叫醒村民，催促小孩上学，大人也匆忙赶去工作的场景。

从上面的文本可以看出，使用动作链串联情节，能够使得细节描写富有层次，能塑造生动的画面感。教师在平时授课时，要充分引导并锻炼学生使用动作链刻画细节的能力。

四、在新教材中探索“正面描写+侧面烘托”，营造语境氛围

所谓正面描写+侧面烘托是指在描述环境及人物心理时，采用以正面描写为主，侧面烘托为辅，来营造语境氛围。

例如：人教版新版教材Book 2 Unit 2 Reading and Thinking 第一段

The air is thin（正面描写）and we have to rest several times on the short hike from camp（侧面烘托）.To our left,snow-covered mountains disappear into clouds（正面描写）that seem almost close enough to touch.

在上文中，作者通过正面描写，写出了高原空气的稀薄和高寒景象，并通过描绘“我们”在短途行走中不得不屡次停下休息，侧面烘托高原空气的稀薄。

又如：人教版新版教材Book 3 Unit 2 Workbook Expanding Your World 第一段和第四段

The windows are covered with steam from the heat inside（侧面烘托）.Outside,the temperature is -32℃（正面描写）.Snow covers the streets and is piled up along the sidewalks（正面描写）.

The river is full of big chunks of ice（正面描写）,and if you were to fall in,you would freeze to death in under two minutes（侧面烘托）.

在上文中，作者正面描写了冬天户外的低温、覆盖积雪的街道和河道的冰块，并通过描绘室内窗户上的水蒸汽和冰面，侧面烘托了冬天的寒冷。

五、利用新教材感悟“修辞手法”，亮化情感表达

恰当地使用修辞手法可以使语言表达更生动优美、更有表现力。教师在教学中可以引导学生学习并模仿新教材文本中的各种修辞手法。

例如：人教版新版教材Book 1 Unit 3 Reading and Thinking 第二段

When Michael Jordan’s feet left the ground,time seemed to stand still.（拟人+夸张）

又如：人教版新版教材Book 1 Unit 4 Reading and Thinking

It seemed as if the world were coming to an end！(夸张）

Bricks covered the ground like red autumn leaves...(明喻）

Slowly,the city began to breathe again.(拟人）

再如：人教版新版教材Book 1 Unit 4 Workbook Reading and Writing 第四段

Wednesday night saw the destruction of the very heart of the city.（拟人）

还如：人教版新版教材Book 2 Unit 5 Reading for Writing

Music gave me happiness.Music gave me strength and brought me relief.Moreover,music gave me hope and a sense of satisfaction.（重复）

...it made my spirits fly like a kite in the wind.（明喻）

It was the rock that I leant on to become strong and to get through those hard times.（暗喻）

在上述例文中，作者使用了各种修辞手法来提升语言表达效果，使细节描述更加传神、情感表达更加细腻。因此，教师在使用新教材进行教学时要有意识地锻炼学生运用各种修辞手法进行仿写的能力。

六、利用新教材辨识“语言特征”，提升语篇协同

所谓文本语言特征就是不同的写作风格。不同的作家在写作时会有不同的语言表达偏好。教师在用新教材进行教学时，要引导学生辨认不同文体的语言特征，并进行模仿。

例如：人教版新版教材Book 1 Unit 2 Workbook Expanding Your World 第一段

Pisa is a fine old city.The houses are well-built;the streets open,straight,and well-paved;the shops well-furnished;and the markets well-supplied.

在上文中，作者通过使用各种形容词，尤其是合成形容词，为读者生动地描绘了意大利比萨的街道及市容风貌。

再如：人教版新版教材Book 3 Unit 1 Reading for Writing 第五段

I’m finally back home now,feeling really tired,but celebrating Naadam with my friend was totally worth it.

在上文中，作者通过使用各种副词，生动地凸显了其对于那达慕节的感受。

又如：人教版新版教材Book 3 Unit 2 Reading for Writing

教师在进行读后续写指导时，要引导学生模仿原文的写作风格从而使续写段落和原文语篇协同、语言协同。

新教材文本是最重要的教学资源，其主题覆盖面广，语篇类型丰富，更提供了不少学生可模仿的语言知识、文化知识、语言技能、学习策略等。所以教师在平时的教学中，要立足新教材，用好新教材，将读后续写的各种微技能渗透到新教材的教学中，用新教材的语篇提升学生的续写能力，使学生从容应对这一新题型。