林天育

讀后續(xù)寫，顧名思義就是我們?cè)陂喿x一篇還未寫完的文章之后，按照語段所給的開頭寫出兩個(gè)語段（約150詞），從而把這篇文章未寫完的部分補(bǔ)充完整，使之渾然一體。

我們?cè)诶m(xù)寫時(shí)，要注意續(xù)寫部分要“與所給短文融洽度高，與所提供各段落開頭語銜接合理”“內(nèi)容豐富”“所使用語法結(jié)構(gòu)和詞匯豐富、準(zhǔn)確”“有效地使用語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊”。

盡管讀后續(xù)寫給我們的感覺是比較難，但只要按照一定的寫作步驟并使用恰當(dāng)?shù)膶懽鞣椒?，我們就能高質(zhì)量地完成這一寫作任務(wù)。

現(xiàn)在以2020年新高考Ⅰ卷（山東考卷）的讀后續(xù)寫為例講述該題型的寫作步驟和方法。

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

The Meredith family lived in a small community. As the economy was in decline， some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.

Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems， and they needed all kinds of help. When she had time， she would bring food and medicine to them.

One morning she told her children about a family she had visited the day before. There was a man sick in bed， his wife， who took care of him and could not go out to work， and their little boy. The little boy—his name was Bernard—had interested her very much.

“I wish you could see him，”she said to her own children， John， Harry， and Clara.“He is such a help to his mother. He wants very much to earn some money， but I don't see what he can do.”

After their mother left the room， the children sat thinking about Bernard.“I wish we could help him to earn money，”said Clara.“His family is suffering so much.”

“So do I，”said Harry.“We really should do something to assist them.”

For some moments， John said nothing， but， suddenly， he sprang to his feet and cried，“I have a great idea！ I have a solution that we can all help accomplish（完成）.”

The other children also jumped up all attention. When John had an idea， it was sure to be a good one.“I tell you what we can do，”said John.“You know that big box of corn Uncle John sent us？Well， we can make popcorn（爆米花），and put it into paper bags， and Bernard can take it around to the houses and sell it.”

注意：

1. 續(xù)寫詞數(shù)應(yīng)為150左右;

2. 請(qǐng)按如下格式作答。

When Mrs. Meredith heard of Johns idea， she thought it was a good one， too.

With everything ready， Bernard went out on his new business.

寫作過程

第一，閱讀所給材料。

閱讀所給語言材料，完成兩個(gè)主要任務(wù)：

任務(wù)一：準(zhǔn)確抓住語篇主題。

眾所周知，語篇的主題往往出現(xiàn)在語篇的開頭，通常就在第一段。通過閱讀整個(gè)語篇，特別是第一段后，我們可以確定該語篇的主題是“the Meredith family所居住的這個(gè)社區(qū)的人們正想方設(shè)法互相幫助攻克由于經(jīng)濟(jì)不景氣而帶來的挑戰(zhàn)”。主要內(nèi)容是講述the Meredith family如何幫助一個(gè)名叫Bernard的男孩，他家實(shí)在太困難了。

任務(wù)二：準(zhǔn)確把握語篇結(jié)構(gòu)和行文邏輯，弄清故事情節(jié)，并預(yù)測故事后續(xù)發(fā)展。

通過閱讀該語篇，可以得知第一段為主題段，尾句“People were trying to help each other meet the challenges”為主題句。從第二段起，作者以Mrs. Meredith 一家為例，講述了她和她的家人平常幫助社區(qū)中有困難的人。從第三段開始，作者講述了Mrs. Meredith拜訪了一個(gè)情況特別困難的三口之家，Bernard生病了，他妻子照顧他和孩子。Mrs. Meredith回來后把這個(gè)家庭的情況告訴了她的三個(gè)孩子并請(qǐng)求他們想想辦法幫助Bernard掙點(diǎn)錢來養(yǎng)家。于是，John， Harry， and Clara三人開始開動(dòng)腦筋想法子、出主意。最后，John 想到了一個(gè)好注意，那就是他們想做爆米花，然后請(qǐng)Bernard拿到社區(qū)去賣。

通過了解語篇結(jié)構(gòu)和故事發(fā)展的主要情節(jié)，可以大膽地預(yù)測續(xù)寫部分的內(nèi)容。續(xù)寫部分應(yīng)該是圍繞“怎樣把這個(gè)好主意付諸實(shí)踐并成功地幫助Bernard掙到了錢”進(jìn)行展開。

第二，續(xù)寫語段內(nèi)容。

根據(jù)已知內(nèi)容和所給段落開頭語進(jìn)行組織語段內(nèi)容。語段的內(nèi)容必須與上文的主題保持一致和與上文的最后一段在行文上保持連貫。我們可以根據(jù)語段開頭語和行文邏輯的需要，自我設(shè)置一些與該語段相關(guān)的問題，以問題為導(dǎo)向組織該語段的內(nèi)容，也就是說進(jìn)行自問自答。只有通過這樣做，我們才能清楚地知道自己要在這兩個(gè)語段中表達(dá)什么和要怎樣表達(dá)。

根據(jù)第一語段開頭提示句和上下文行文邏輯的要求，該語段的主要內(nèi)容應(yīng)該圍繞如何把John的這個(gè)好主意落實(shí)到實(shí)踐中，也就是說如何制作出爆米花。因此，我們可以自我設(shè)置以下這些問題。

1. Why did Mrs. Meredith consider Johns idea a good one？

2. Who told Bernard the good idea？

3. How did Bernard feel when he got the good idea？

4. Where did they get the right way to make popcorn？

5. How did they get some corn？

6. Did they successfully make any popcorn？How was the popcorn they made？

以上面問題為導(dǎo)向組織該語段內(nèi)容。

When Mrs. Meredith heard of Johns idea， she thought it was a good one， too.“John you are so smart，”said Mrs. Meredith， “Your idea sounds so practical and it is easy to carry it out.”In no time， Mrs. Meredith telephoned Bernard， telling him such a fantastic idea and inviting him to join them in making popcorn. Hearing the good idea， Bernard felt very excited and amazed. Everyone began to get busy. The children searched on line for a right way to make popcorn. Mrs. Meredith went to the market to get some corn. When everything got ready， they began to make popcorn. To their great delight， the popcorn they made looked great and tasted delicious. When the popcorn became not so hot， they put it into paper bags.

根據(jù)第二段開頭提示句和上下文連貫的要求，該語段的主要內(nèi)容應(yīng)該是圍繞Bernard 把做好的這些爆米花拿到社區(qū)里去賣。因此，我們可以根據(jù)這個(gè)情景提出以下問題。

1. Where did Bernard sell the popcorn？

2. What did people think of the popcorn？

3. Did he sell up all the popcorn？

4. How did he feel about such a result？

5. How did the Meredith family feel when they heard the popcorn sold well？

以上面問題為導(dǎo)向組織該語段內(nèi)容。

With everything ready， Bernard started out on his new business. Bernard went out with a large basket full of popcorn. He went to the small square in front of the cinema and cried his popcorn for sales. Hearing his cries， many people gathered around him and bought popcorn from him. They all thought his popcorn tasted fantastic. Very soon， he sold up the popcorn and went back home with an empty basket. As soon as he got home， he shared todays experience with his parents. He counted the money he earned today， singing his favorite song. He felt grateful to Mrs. Meredith and her children for their help and kindness. When the Meredith family heard that the popcorn had sold well and Bernard had earned some money， they all felt delighted as well.

第三，默讀并檢查所續(xù)寫的語段。

當(dāng)我們完成指定的寫作任務(wù)后，要認(rèn)真默讀自己所續(xù)寫的這兩個(gè)語段，檢查其內(nèi)容是否與語篇的主題保持一致、行文是否連貫、相關(guān)的語法項(xiàng)目是否使用得當(dāng)、有沒有由于筆誤導(dǎo)致某個(gè)單詞拼寫不正確的現(xiàn)象等等。如果發(fā)現(xiàn)一些不合理或錯(cuò)誤的地方，可以及時(shí)修正，進(jìn)一步提升這兩個(gè)語段的寫作質(zhì)量。

從上面所完成的這兩個(gè)語段來看，它們的內(nèi)容緊扣語篇的主題，完全符合上下文行文連貫的要求，語段內(nèi)容組織相當(dāng)有條理，符合常識(shí)和正常的邏輯。在保證語言得體、自然流暢的前提下，這兩個(gè)語段使用了多樣的句式、豐富的詞匯和語法結(jié)構(gòu)。在這兩段中，完全沒有使用一些套句或是既定的模板或是與表達(dá)需要無關(guān)的句型，如倒裝句、強(qiáng)調(diào)句等。

備考建議

讀后續(xù)寫雖然對(duì)我們的英語語言實(shí)際運(yùn)用能力要求頗高，但在了解了其特點(diǎn)和寫作技巧之后，我們只要加以適度練習(xí)，便可做到得心應(yīng)手。

1. 平時(shí)在閱讀故事類文章時(shí)，讀到適當(dāng)?shù)奈恢?，可以短暫停止，根?jù)已讀部分的故事脈絡(luò)，設(shè)想可能的幾種結(jié)尾，最后對(duì)照原文的結(jié)尾，看自己的設(shè)想是否與原文一致。

2. 經(jīng)常實(shí)施微型化訓(xùn)練。在一輪備考過程中，要善于利用平常的練習(xí)卷中或是教材中合適的語篇，對(duì)故事后續(xù)發(fā)展進(jìn)行猜測，可以是某個(gè)情節(jié)，也可以是后續(xù)整個(gè)過程。可以是一兩個(gè)句子，也可以是一個(gè)句子群或是一個(gè)語段，不拘于形式和長度。教師可以把讀后續(xù)寫的訓(xùn)練穿插于課堂教學(xué)過程中，讓學(xué)生不經(jīng)意間就完成了一個(gè)微型的讀后續(xù)寫任務(wù)。

3. 進(jìn)行適度專題化練習(xí)。俗話說，熟能生巧。對(duì)于讀后續(xù)寫也是如此。通過適度地練習(xí)，可以進(jìn)一步熟知該題型的特點(diǎn)，以便更好地掌握該題型的寫作技巧，從而寫出行文連貫、主題一致、語言得體的語段。

4. 在平時(shí)的教學(xué)中，老師要消除考生對(duì)該題型的恐懼和焦慮，要根據(jù)學(xué)生的英語實(shí)際水平設(shè)置一些符合學(xué)生能力的讀后續(xù)寫任務(wù)，讓學(xué)生能讀得懂，寫得出。根據(jù)學(xué)生的表現(xiàn)及時(shí)對(duì)他們做出適當(dāng)?shù)姆e極評(píng)價(jià)和鼓勵(lì)，要想方設(shè)法調(diào)動(dòng)學(xué)生的想象力和邏輯思維能力，從而激發(fā)學(xué)生的寫作熱情。

責(zé)任編輯 蔣小青