【摘要】本文立足于高中英語教育實(shí)踐,以新高考英語讀后續(xù)寫這一嶄新題型為探討切入點(diǎn),從“快速閱讀、理解全文”“謀篇布局、構(gòu)思情節(jié)”“梳理邏輯、完善語言”這三個方面入手,針對新高考英語讀后續(xù)寫這一題型的有效備考策略進(jìn)行了細(xì)致闡述與歸納,旨在于在日常的備考教學(xué)過程中引導(dǎo)學(xué)生有的放矢、認(rèn)真準(zhǔn)備,逐漸提升自身的英語素養(yǎng)及其水平,以便能在高考中靈活且自如地應(yīng)對讀后續(xù)寫這一難度較大的英語新題型,進(jìn)而獲得理想的分?jǐn)?shù)。
【關(guān)鍵詞】新高考英語;讀后續(xù)寫;備考教學(xué)
【作者簡介】陳曉萍,福建省南安第一中學(xué)。
讀后續(xù)寫是新高考英語試題中的一道重要題型,其題型設(shè)置的思路為率先提供一段350詞以內(nèi)的語言材料,要求考生在認(rèn)真閱讀材料并在實(shí)現(xiàn)對其理解的基礎(chǔ)上結(jié)合所給的內(nèi)容,接著已給的兩個段落開頭語分別往下續(xù)寫,使所續(xù)寫的內(nèi)容與原給的材料形成一篇邏輯清晰、情節(jié)合理、結(jié)構(gòu)完整的英語文本。在讀后續(xù)寫這一新題型中,英語閱讀與寫作有效地結(jié)合在一起,側(cè)重于對學(xué)生英語綜合素養(yǎng)的全面考察與鍛煉。應(yīng)對讀后續(xù)寫這一題型,顯然不能僅僅只是臨陣磨槍,更重要的是在日常的英語學(xué)習(xí)中不斷積累,有的放矢、充分備考。作為一名高中英語教師,筆者在自身的英語閱讀教學(xué)實(shí)踐中高度重視英語讀后續(xù)寫備考的教育教學(xué)工作,致力于探索提升學(xué)生讀后續(xù)寫能力的有效策略及其方式方法。以下僅將個人認(rèn)為可行且便于操作的策略簡單總結(jié)、陳述如下。
一、快速閱讀、理解全文是首要前提
相較于以往的英語寫作,讀后續(xù)寫題型最大的特色在于其率先給出了一些英語閱讀材料,要求在讀后的基礎(chǔ)上進(jìn)行續(xù)寫,由此可以看出,閱讀是續(xù)寫的前提,只有理解了所給材料的含義及其內(nèi)涵,才能在接下來的續(xù)寫活動中做到有內(nèi)容可寫、有邏輯可循、有情感可發(fā)。這一環(huán)節(jié)考查的其實(shí)是學(xué)生們快速閱讀的能力,以及從所給大量信息中快速獲取關(guān)鍵有用信息的能力。
例如,筆者在日常英語教學(xué)中就教導(dǎo)學(xué)生要根據(jù)“5w1h”原則快速而精準(zhǔn)地把握所閱讀材料的主要信息,即“who(人物)”“when(時間)”“where(地點(diǎn))”“what(事件)”“why(原因)”以及“how(怎么)”。這六大要素是閱讀文本信息時最基礎(chǔ)也是最關(guān)鍵的要素,當(dāng)梳理清楚了這六大要素,所給文本涉及的具體信息自然也便變得清晰起來。以2016年10月浙江高考讀后續(xù)寫題目所給的閱讀材料為例,學(xué)生在閱讀的過程中需要迅速思考“5w1h”的相關(guān)線索,其中,“who”指的是“Jane and her husband Tom”“when”指的是“ Sunday”“where”指的是“forest”“what”指的是“Jane got lost in the forest”“why”指的是“Jane and Tom quarreled and went out alone”“how”指的則是“Jane can't find her way back”,當(dāng)對這六個關(guān)鍵要素進(jìn)行了梳理之后,原本內(nèi)容較長的英語閱讀材料便以簡單而概括的形式在學(xué)生心中留下了深刻的印象,即“Jane and her husband Tom went camping together in a forest on Sunday. They had a quarrel, so Jane left alone to relax. However, soon Jane found that she was lost, had no mobile phone to contact her husband, and couldn't find the way back. Jane spent the night in the cold and dark forest. The next day, Jane ate some wild fruits, drank some stream water and continued on her way. At this time, she found the helicopter in the sky. Unfortunately, the trees were so high that the helicopter didn't find her...”。當(dāng)知道了這一內(nèi)容之后,自然便為接下來的讀后續(xù)寫奠定了良好的基礎(chǔ)。
二、謀篇布局、構(gòu)思情節(jié)是重中之重
寫作之前需要謀篇布局,需要認(rèn)真構(gòu)思情節(jié),這是寫作中非常重要的一環(huán)。這是因為只有在真正動筆之前有了思考與分析,在寫作時才能更加得心應(yīng)手地展開。讀后續(xù)寫雖然是嶄新的英語題型,但是其也屬于寫作的一部分,自然也適用于上述客觀規(guī)律。這就要求高中英語教師在平時的備考教學(xué)過程中教導(dǎo)學(xué)生不要在讀后就急于動筆去寫,而要認(rèn)真地構(gòu)思、認(rèn)真地謀劃,畢竟“磨刀不誤砍柴工”??梢哉f,謀篇布局、構(gòu)思情節(jié)是高中英語備考過程中學(xué)生需要學(xué)會與靈活掌握的重要技巧。
例如,在一則讀后續(xù)寫題目中率先給出了如下的閱讀材料:Shanti especially liked a doll. Mother told her that she could make money by weaving Jasmine wreaths and selling them, and then buy the doll. Shanti and her good friend Jodi decided to weave jasmine wreaths together. But Jodi's wish was to buy medicine for her sick brother Kiran with the money from selling jasmine wreaths, because his illness was too serious. Finally, Shanti gave her good friend Jodi the money with which she had planned to buy the doll and asked her to buy medicine for her sick brother. After returning home, Shanti felt very sad when she thought of her dream doll...故事到此戛然而止,并給出兩個段落開頭句“The next week, while Shanti and Jodi gathered flowers, Kiran came, too.”以及“Mom comforted Shanti with hugs, and then handed her a package wrapped in paper.”這時候需要學(xué)生做的是大膽發(fā)揮想象力,在契合原文內(nèi)容和兩句開頭語的基礎(chǔ)上思考接下來的故事發(fā)展走向,并嘗試著進(jìn)行布局。有的學(xué)生有這樣的寫作思路:Jodi的弟弟一起來撿花、編織并售賣花環(huán),因為他吃了藥之后身體很快恢復(fù)了健康,特地前來幫忙并感謝Shanti。賺到了錢后Shanti去玩具店卻發(fā)現(xiàn)喜歡的洋娃娃被人買走了,于是,Shanti回家,得到媽媽安慰的同時收到了一個袋子,打開之后發(fā)現(xiàn)是她朝思暮想的洋娃娃,原來這是Jodi和弟弟秘密編織賣了很多茉莉花環(huán),用賺來的錢買來送給她的。對此,這名學(xué)生在真正的續(xù)寫中無需再花費(fèi)較多的時間與精力,只需根據(jù)已思考的內(nèi)容依次寫作即可,不用擔(dān)心故事情節(jié)在動筆寫作時走歪,讀后續(xù)寫活動更加得心應(yīng)手,寫作的結(jié)構(gòu)也更為順暢、自然,具體內(nèi)容如下:
Kiran came along to pick up flowers, weave and sell the wreaths. As he recovered quickly after taking the medicine, he came to help and thank Shanti. After making the money, Shanti went to the toy store only to find that the doll she liked had been sold. Shanti went home and received a package, as well as comfort , from her mom. When she opened it, she found that it was the doll she had been longing for. It turned out that Jodi and his brother had secretly woven and sold many jasmine wreaths and bought her the toy as a surprise with the money they earned.
這樣一來,動筆前的構(gòu)思與布局便很好地為學(xué)生寫出較高質(zhì)量的續(xù)寫內(nèi)容奠定了良好的基礎(chǔ)。
三、梳理邏輯、完善語言是關(guān)鍵所在
無論是一般的寫作,還是讀后續(xù)寫這一新題型中,我們都容易看到這樣一種狀況,即學(xué)生所寫的內(nèi)容較為淺顯,用語較簡單,略顯單薄,雖然能做到續(xù)寫,但實(shí)際質(zhì)量不甚理想。這樣一來,便很難獲得較高的分?jǐn)?shù)。針對這一情況,作為高中英語教師,筆者有意識地引導(dǎo)學(xué)生在備考的過程中學(xué)會梳理邏輯、完善所寫段落及其篇幅語言的工整度、精準(zhǔn)度等,這將是提升學(xué)生讀后續(xù)寫題目分?jǐn)?shù)的有力保障。
例如,一篇讀后續(xù)寫文本所給的信息為“The author went skating at the age of 11. Because his skating skills were not as good as others’, he always stumbled when trying to practice alone, so he had a bad impression of skating.”而續(xù)寫部分提供的第一句話便是“It was long before I went skating once again, accompanied by one of my friends”,這表明,縱使上次作者滑冰的體驗不好,但是由于某種原因其再次選擇滑冰。為此,學(xué)生認(rèn)為,應(yīng)當(dāng)在后續(xù)的寫作中解釋作者再次滑冰的原因,以及本次滑冰的心理感受及其感悟。在隨后的讀后續(xù)寫活動中,該學(xué)生用細(xì)致的語言進(jìn)行了描述。具體如下:“Before graduating from college, the dormitory organized a group skating. Reluctant as I was, I gave in to skating with my roommates in the end, for it would be hard otherwise for everyone to get together like this after graduation. After arriving at the destination, everyone else was sliding smoothly except me, who stood on the ice and dare not move. Feeling frustrated and embarrassed, I was about to give up when my roommate offered to teach me skating skills. With great patience , he always accompanied me to avoid danger. Thanks to him, although I couldn't skate as well as others, I still had a pleasant skating experience.”。認(rèn)真分析這名學(xué)生的讀后續(xù)寫內(nèi)容,可以發(fā)現(xiàn),其最大的亮點(diǎn)在于其語言的地道性,且遣詞組句的能力也非常出色,運(yùn)用了多個長句、復(fù)雜句,讓所寫的內(nèi)容符合上下文思維邏輯結(jié)構(gòu),也具有較強(qiáng)的可讀性。由此可以看出,在備考的過程中,學(xué)會理清上下文的關(guān)系、運(yùn)用較為完善、精準(zhǔn)的語言對保障學(xué)生所寫內(nèi)容實(shí)際質(zhì)量具有很強(qiáng)的可行性。
四、結(jié)語
相較于原來全國高考的英語寫作,讀后續(xù)寫題型的難度有了進(jìn)一步提升,也對高中生的英語素養(yǎng)及其水平提出了更高的挑戰(zhàn)。為此,作為高中英語教師一定要立足實(shí)際情況,引導(dǎo)學(xué)生做好讀后續(xù)寫題型的備考工作,并教導(dǎo)學(xué)生正確的備考方法。這樣對于這一新型題目,學(xué)生也能做到輕松地應(yīng)對,并取得理想的分?jǐn)?shù)與成績。
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