【高考指導(dǎo)】讀后續(xù)寫(xiě)的解題方法及備考建議

1、i讀后續(xù)寫(xiě)的解題方法及備考建議2017年6月浙江省高考英語(yǔ)繼續(xù)采用讀后續(xù)寫(xiě)這一寫(xiě)作形式，難度適 中，利于考生發(fā)揮想象力，試題總體設(shè)置非常好。根據(jù)要求，考生應(yīng)根據(jù) 材料內(nèi)容、所給段落開(kāi)頭語(yǔ)和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫(xiě)（150詞左右），將其 發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文?？忌撊绾?完成讀后續(xù)寫(xiě)并獲得高分？筆者認(rèn)為，應(yīng)從以下幾個(gè)角度入手。一、解題思路1.通讀全文，讀懂原文通讀全文首先要解決好五個(gè)W和一個(gè)H的問(wèn)題，即理清人物who、地點(diǎn)where、時(shí)間when、事件what、原因why及怎樣發(fā)展how。vhd人物（角色）MacPaul and Beckvtwo cvclistswo

2、lf時(shí)間aficrnoonwhere地點(diǎn)home 1c Alaskawlul鄒件A uolfMJCwhy原IShuw瓷么因此，文章大意就是，Mac與好友一起騎行去阿拉斯加，路上同伴因修自行車(chē)落后，Mac獨(dú)自一人前行，遇到狼的突襲，好一番搏斗，幸虧此 時(shí)Paul和2Becky兩人開(kāi)車(chē)經(jīng)過(guò)，出手相救。如何發(fā)展（how）？這要看考 生的想象力如何。在通讀全文時(shí)，考生應(yīng)將影響語(yǔ)義理解的詞句進(jìn)行仔細(xì)揣摩，結(jié)合上 下文推測(cè)出它的準(zhǔn)確含義。比如，A bright red cloud enveloped the animal， 該句中的enveloped可以結(jié)合上下文，猜出它的含義大致為surround sb

3、. orsth. completely。2.構(gòu)思情節(jié)，謀篇布局 按照原文中事件發(fā)生的邏輯性，構(gòu)思好情節(jié)發(fā)展，這個(gè)發(fā)展須符合情 節(jié)內(nèi)在的邏輯。因?yàn)檫@不是寫(xiě)科幻小說(shuō)，不是寫(xiě)神話，因此應(yīng)該符合現(xiàn)實(shí) 發(fā)生的真實(shí)性。所以這個(gè)環(huán)節(jié)的主要任務(wù)是謀篇布局。布局謀篇最關(guān)鍵應(yīng)利用好兩方面的信息：十個(gè)標(biāo)有下劃線的關(guān)鍵詞 語(yǔ)，Mac，friends，bicycle，pedaled，home，jumped，wolf，cars，climb，Paul。續(xù)寫(xiě)部分所給的兩段落的首句。第一段第一句是：The car abruptlystopped in front of him.第二段的第一句是：A few minutes la

4、ter，the other twocyclists a rri ve d .這兩句話起到很關(guān)鍵的作用，無(wú)論從時(shí)間的先后、情節(jié)的發(fā) 展都要以這兩句話作為內(nèi)在邏輯關(guān)系。很多考生將two cyclists等同于Paul and Becky，說(shuō)明沒(méi)有讀懂原文。因此在情節(jié)的安排中，必須按照敘述的順 序，繼續(xù)緊密結(jié)合原材料中五個(gè)W的邏輯順序發(fā)展下去。第一段寫(xiě)什么？ 應(yīng)圍繞Paul and Becky如何救助Mac展開(kāi)；第二段寫(xiě)什么？搞清開(kāi)頭的這 兩個(gè)人是誰(shuí)很重要，然后依照符合故事情節(jié)發(fā)展的內(nèi)在邏輯推進(jìn)下去。第 一段和第二段要銜接緊密，相互關(guān)聯(lián)，不能獨(dú)立存在。3.理清邏輯，優(yōu)化語(yǔ)言這一部分側(cè)重點(diǎn)為語(yǔ)言邏輯，

5、詞句結(jié)構(gòu)都必須符合當(dāng)時(shí)人狼大戰(zhàn)的情 景。寫(xiě)作不必追求高大上的詞匯，相反，樸實(shí)自然、地道、貼切的詞語(yǔ)便 是好的詞語(yǔ)。楊柳的3美體現(xiàn)在纖細(xì)婀娜，樟樹(shù)的美體現(xiàn)在挺拔繁茂，不同 的寫(xiě)作對(duì)象應(yīng)采用不同的語(yǔ)言風(fēng)格，必須采用適當(dāng)?shù)拿鑼?xiě)側(cè)重點(diǎn)。個(gè)人以 為，2016年10月高考讀后續(xù)寫(xiě)題可以比較傾向于心理描寫(xiě)；而2017年6月的高考讀后續(xù)寫(xiě)題，建議考生以動(dòng)作描寫(xiě)為主，可以參考電影速度與 激情中的畫(huà)面風(fēng)格，采用令人眼花繚亂的動(dòng)作描寫(xiě)，以超快節(jié)奏描寫(xiě)場(chǎng) 景。續(xù)寫(xiě)要抓住續(xù)這一核心，按照情節(jié)的發(fā)展進(jìn)行延續(xù)，寫(xiě)作手法上必須 以敘為主，描寫(xiě)上以動(dòng)作描寫(xiě)為重心，情節(jié)的發(fā)展合乎邏輯地推進(jìn)。二、答題中的主要問(wèn)題1.內(nèi)容在閱卷過(guò)程

6、中，我們發(fā)現(xiàn)，一部分考生沒(méi)有讀懂原文，如不認(rèn)識(shí)bear spray,不理解a bright red cloud enveloped the anima,沒(méi)有理清人物關(guān)系， 誤認(rèn)為Paul與Mac是好朋友： 這部分考生由于閱讀能力直接影響到續(xù)寫(xiě)的 發(fā)揮。另外一部分考生則是大面積抄寫(xiě)試卷中的閱讀理解或是完形填空等 處的語(yǔ)句； 還有些考生描寫(xiě)心理活動(dòng)和場(chǎng)景過(guò)多,缺乏具體描寫(xiě),導(dǎo)致故 事不夠連貫,不夠完整。42.語(yǔ)言從評(píng)卷結(jié)果來(lái)看，考生出現(xiàn)的問(wèn)題偏向于刻意追求運(yùn)用高級(jí)、新穎的 詞匯，強(qiáng)行運(yùn)用復(fù)雜句型等語(yǔ)法結(jié)構(gòu)，而忽略了與原文語(yǔ)言環(huán)境的符合度 和連貫度。同時(shí)出現(xiàn)了一些單詞拼寫(xiě)錯(cuò)誤等，尤其是副詞的拼寫(xiě)和不

7、規(guī)則 動(dòng)詞的拼寫(xiě)錯(cuò)誤， 如disappointly，to his surprised等。更有甚者用套路作文， 這與讀后續(xù)寫(xiě)的全新創(chuàng)作宗旨相違背。3.邏輯違背生活真實(shí)。如在緊張的人狼大戰(zhàn)環(huán)境下，有的考生卻寫(xiě)兩人在 拉家常。 人物關(guān)系混亂。如增加了一些人物，讓故事變得更加復(fù)雜；把Paul與Mac看成是原先認(rèn)識(shí)的；有些故事的結(jié)局并沒(méi)有交代如何處理狼。 兩段的開(kāi)頭語(yǔ)理解不到位，以及兩段之間銜接不夠，也帶來(lái)了很多故事 上的混亂。 比如第一段的The car abruptly stopped in front of him， 學(xué)生理解 為是Mac要求他停車(chē)等。4.其他問(wèn)題 閱卷中發(fā)現(xiàn)很多考生錯(cuò)誤地將一個(gè)單

8、詞隨意移行。因?yàn)閱卧~移行規(guī)則 很復(fù)雜，建議考生還是不要拆字為好。另外，閱卷中發(fā)現(xiàn)很多標(biāo)點(diǎn)錯(cuò)誤， 以下幾點(diǎn)需注意：英語(yǔ)中沒(méi)有頓號(hào)，分割句中并列成分多用逗號(hào)，如She slowly，carefully，deliberately moved the box英文的句號(hào)是實(shí)心點(diǎn)（）；英 文的省略號(hào)是三個(gè)點(diǎn)（.），位置在行底。作文范例點(diǎn)評(píng)范文一The car abruptly stopped in front of him. A woman hurriedly opened the door andstretched out her hand, shouting,“Geitn!”Magcrabbed he

9、r hand without hesitation,leaving his bicycle lying on the road and jumped into the car. The moment he shut the door,5he caught the glimpse of the fierce eyes and hungry look of the wolf by the door. A coldfeeling crept over his heart and made him shiver. However, the car had left the wolf farbehind

10、, which made him sigh with relief. Mac thanked Paul and Becky and afterwards theypulled over by the road to wait for Macs friends.A few minutes later, the two other cyclists arrived. As soon as they met, his friendsworried look faded away.“Where have you been? We saw your bicycon the road.”Hisfriend

11、 asked and these words like a penetrate of sunshine warmed hisheart. After Mac explained to them, they said farewell to Paul and Becky in sincerelyindebtedness. On the way home, night breeze made him at ease and he couldnt wait toshare his experience with his wife and children and show the kindness

12、of the world.點(diǎn)評(píng)這篇文章語(yǔ)言上最大的特色是無(wú)靈主語(yǔ)的使用，即用無(wú)生命特征的名 詞做句子的主語(yǔ)。整篇11個(gè)句子，其中無(wú)靈主語(yǔ)就有5句，占了42%。（1）A cold feeling crept over his heart andmade him shiver.（2）However, the car had left the wolf far behind, which made him sigh withrelief.（3）As soon as they met, his friendsworried look fa（de4d）awthaeys.e wordslike a pen

13、etrateof sunshine warmed his heart（. 5）On the way home, night breeze made him at ease這樣，同樣含義的句子就由平淡變得生動(dòng)有力了。女口：Feel ing in deed had smothered herjudgment that day.（選自英國(guó)著名作家Thomas Hardy的小說(shuō)Tess of the DUrbe）rvilles語(yǔ)言上的第二大特色就是這篇文章詞匯的使用，如in debted ness等于gratitude感激，pull over表達(dá)路邊停車(chē)，這些都體現(xiàn)了較為深厚的語(yǔ)言功底。6但是，文章還

14、是有些瑕疵。Mac grabbed her hand without hesitation，leaving his bicyclelying on the road and jumped into the car.這一句中應(yīng)將leaving改為left，使其與前面的grabbed及后面的jumped成為連貫動(dòng)作， 也可把jumped改為jumping同leaving平行成為grabbed的伴隨狀語(yǔ)；His friend asked and these words like a pen etrate of sunshine warmedhis hea此句 中的penetrate是個(gè)動(dòng)詞被錯(cuò)誤地當(dāng)

15、做名詞使用，可以改為His friend askedand these words like a ray of sunshine warmed his hea；rtAfter Mac explained to them, theysaid farewell to Paul and Becky in si ncerely in debted ness此匕句中的sin cerely應(yīng)該改為形容詞修飾名詞in debted ness范文二The car abruptly stopped in front of him. Macs heart jumped wildly, and hdashed to

16、wards the car without the slightest hesitation for he knew it was his only chance. Itwas a real race against time to make it! Thank god, Mac successfully made the door openand that fierce wolf was just around the corner. The instant Mac settled him on the seat, Paulstarted the car in a flash. The wo

17、lf had to give up and find another goal. What a narrowescape! Mac collapsed into the seat and smiled bitterly. The other two guys decided to stopat the gas station to have a rest.A few minutes later, the two other cyclists arrived. Seeing his friends, Mac felt a greatweight taken off his mind. His f

18、riends were amazed at Macs experience, for it was a miracleto escape from a hungry wolf! Mac thanked Paul and Becky again and again, but hisappreciation was beyond words. He said sincerely:“You cant imagine how grateful I was,for I have been given a second life! T”ears gathered up in Macseyes when h

19、e waved them7goodbye. It was obviously an unforgettable experience, and Mac would have a lot to sharewith his family after he got home. It was his courage and other peoplessaved him.點(diǎn)評(píng) 從語(yǔ)言角度出發(fā)，這篇文章特征明顯。首先是語(yǔ)言地道，表現(xiàn)在三處for的使用，(1)for he knew it was his only chanee. (2)for it was a miracle to escape from

20、ahungry wolf!(3)for I have been given a second life句子中使 用for更加符合英語(yǔ)的思維習(xí)慣，盡管前后是并列關(guān)系，但是前面提供了主 要的信息，然后進(jìn)行補(bǔ)充說(shuō)明。如：因?yàn)槔钤匠錾谋憩F(xiàn)，校長(zhǎng)授予他 “本 周學(xué)生之星”榮譽(yù)稱(chēng)號(hào)。在這句話中，漢語(yǔ)的思維是先說(shuō)原因，而英語(yǔ)的翻 譯則是先說(shuō)結(jié)果：The president awarded Li Yue the title of“Star Student of the Week forwhat she did for our class原因和結(jié)果的位置是有很大差異的。再 者，此文章比較嫻熟地使用了寫(xiě)作的各種

21、技巧，如強(qiáng)調(diào)句的使用It was his courage and other peoples kindness that sa感嘆句的使用：（1）You cant imagine how grateful I w，a（s 2）What a narrow escape!等等。但是， 這篇文章也存在一些不足。The instant Mac settled him on the seat, Paul started thecar in a flash此句中的him應(yīng)該改為himself。第一段尾句The other two guys decided to stopat the gas stati o

22、n to have a res這句話與上下文 脫節(jié)，起不到承上啟下的作用，出現(xiàn)了情節(jié)邏輯的問(wèn)題?？偟恼f(shuō)來(lái)，該文章比較好地完成了讀后續(xù)寫(xiě)的任務(wù)，既讀懂了原文，又有比較好的語(yǔ)言功底將故事敘寫(xiě)下去。范文三The car abruptly stopped in front of him. Seeing Paul wave at him kindly and open the8car door for him, Mac immediately jumped out of his bicycle and rushed into the car. Nosooner than the poor man had

23、 got in did Paul close the door. The wolf walked around the carand howled furiously at them, but just in vain. Realizing it couldnt catch Mac any more,the wolf ultimately gave up andwalked away gloomily. Watching the wolf was swallowed by the road, Mac, bathed inperspiration, sighed with relief and

24、sank down to the back seat. Paul handed him a bottle ofwater and he managed a weak smile, murmuring something like“Thank you verymuch”.A few minutes later, the other two cyclists arrived. Knowing that Mac had been chasedby a wolf, they were stumped for words and paralyzed with fear. Fortunately, at

25、that momentappeared Paul who lent a helping hand to Mac. The two friends extended their earnestgratitude to Paul for rescuing Mac and then9took Mac back home. After such a terrible experience, the splendid landscape of Alaskaseemed no longer to be a temptation to them. On the way back home, feeling

26、the lightbreeze through his hair, Mac felt what happened just now was like a bad dream, but a warmglow flooded in as he thought of Paul help. The most precious part of humans is their care foreach other.點(diǎn)評(píng)這是一篇非常優(yōu)秀的文章。特別靚麗的地方就是doing的使用， 具體有： （1）SeeingPaul wave at him kindly and open the car door for

27、him，Mac immediately jumped out of hisbicycle and rushed into the car.（2）Realizing it couldncat tch Mac any more, the wolfultimately gave up and walked away gloomily.（3）Watching the wolf was swallowed by theroad, Mac, bathed in perspiration, sighed with relief and sank down to the back sea（t. 4）Paul

28、handed him a bottle of water and he managed a weak smile, murmuring something like“Thank you very much（5）K”n.owing that Mac had been chased by a wolf, they werestumped for words and paralyzed with fear.（6）On the way back home, feeling the lightbreeze through his hair, Mac felt what happened just now

29、 was like a bad dream, but a warmglow flooded in as he thought of Paul help. The most precious part of huma ns is their carefor each othe共占了12句 話中的50%，卻不讓人感到單調(diào)，非謂語(yǔ)動(dòng)詞的使用可以比較地道地表現(xiàn) 語(yǔ)言的美。其次，文章大量使用了高級(jí)詞匯，howled furiously at them, ultimately, gloomily,perspiration, splendid landscape, murmuring, stumped, e

30、xtended their earnest gratitude等等，特別是不同場(chǎng)合不同動(dòng)作的動(dòng)詞的適當(dāng)使用語(yǔ)言描寫(xiě)貼切地表達(dá)了情節(jié)發(fā)展的邏輯，采用動(dòng)作描寫(xiě)大大重于對(duì)話 描寫(xiě)，讀來(lái)有很強(qiáng)的身sunse10臨其境的感覺(jué)。美中不足的是考生在試圖使用高級(jí)表達(dá)的時(shí)候出現(xiàn)了些瑕疵，如No soonerthan the poor man had got in did Paul close the door.這句話在結(jié)構(gòu)上是錯(cuò)誤 的，必須改為Nosooner had the poor man got in than Paul closed the doo另 夕卜，Mac immediately jumpedo

31、ut of his bicycle and rushed into the car此匕句中 的out of必須改為off。三、教學(xué)改進(jìn)建議 教師應(yīng)從何處入手，在教學(xué)實(shí)踐中發(fā)揮核心素養(yǎng)的積極作用？關(guān)鍵一 點(diǎn)，在平時(shí)的英語(yǔ)教學(xué)實(shí)踐中，要關(guān)注學(xué)生的思維發(fā)展，教會(huì)他們發(fā)現(xiàn)問(wèn) 題、解決問(wèn)題以及運(yùn)用英語(yǔ)思維的能力。當(dāng)今高考英語(yǔ)讀后續(xù)寫(xiě)題型本質(zhì) 上就是用英語(yǔ)思維能力輸出的一個(gè)具體體現(xiàn)，所以我們?cè)诮虒W(xué)中必須做到 一些變與不變。不變的是：理清讀后續(xù)寫(xiě)的真正含義。讀后續(xù)寫(xiě)是考生通過(guò)閱讀所給 材料，理解文章，對(duì)原文信息進(jìn)行再加工的一種寫(xiě)作練習(xí)，閱讀原文將語(yǔ) 言輸入，通過(guò)續(xù)寫(xiě)將語(yǔ)言輸出，這兩者緊密結(jié)合，將語(yǔ)言學(xué)習(xí)和運(yùn)

32、用有機(jī) 地結(jié)合了起來(lái)，真正做到將語(yǔ)言學(xué)活。變的是：讀后續(xù)寫(xiě)的考試方式，在很大程度上改變了傳統(tǒng)英語(yǔ)教學(xué)以 語(yǔ)法為中心教語(yǔ)言的模式。然而，當(dāng)下英語(yǔ)課堂，太多重視詞匯的講解、 語(yǔ)法的解析，而對(duì)學(xué)生的思維能力培養(yǎng)不夠，或者幾乎沒(méi)有；學(xué)生課堂上 沒(méi)有可以展現(xiàn)思維的時(shí)間和空間；英語(yǔ)教師對(duì)語(yǔ)境的創(chuàng)設(shè)不充分，對(duì)創(chuàng)造 性的思維挖掘不深等等。讀后續(xù)寫(xiě)這種模式的信息輸出，要求廣大教師從 本質(zhì)上改變傳統(tǒng)的教學(xué)模式，將更多的課堂時(shí)間留給學(xué)生，變求同為求異。 正如一千個(gè)讀者眼中有一千個(gè)哈姆雷特，這是英語(yǔ)教學(xué)工作者必須秉持的 教學(xué)理念。為了做好這一點(diǎn)，有幾點(diǎn)建議：1.大量閱讀，增加信息量。11教材的局限性是滿(mǎn)足不了高考的新

33、題型，因此在平時(shí)的教學(xué)過(guò)程中，應(yīng)多輸入英美國(guó)家的文化背景知識(shí)，增加文學(xué)作品的閱讀，大量累積關(guān)于 情緒情感和動(dòng)作行為的詞匯和表達(dá)。我們必須主動(dòng)閱讀教材以外的報(bào)刊、 雜志、經(jīng)典英語(yǔ)小說(shuō)，享受英語(yǔ)的美感，隨時(shí)摘記，建立一本寫(xiě)作摘記本， 見(jiàn)到好詞、好句、好段落，立刻記到本子上，反復(fù)背誦，并運(yùn)用到口語(yǔ)和 寫(xiě)作中。如雙城記(A Tale of Two Cities)有類(lèi)似的動(dòng)作描寫(xiě)，可以借鑒：With a roar that sounded as if allthe breath in France had been shaped into the detested word, the living se

34、a rose, wave onwave, depth on depth, and overflowed the city to that point. Alarm-bells ringing, drumsbeating, the sea raging and thundering on its new beach, the attack began.2.開(kāi)放教學(xué)，還學(xué)生自由。 自由首先是思維的自由，不敢想，沒(méi)時(shí)間想，不愿意想，這是學(xué)生現(xiàn) 在常見(jiàn)的阻礙發(fā)展創(chuàng)造性思維的現(xiàn)象。浙江省從2005年高考英語(yǔ)書(shū)面表達(dá) 的大轉(zhuǎn)變開(kāi)始，對(duì)控制式的教學(xué)提出了新的要求，萬(wàn)人一面的書(shū)面表達(dá)時(shí) 代已經(jīng)過(guò)去，有多少考生，就有多少