陈丽欣
磐安县第二中学
【摘要】读后续写作为英语高考的作文考察形式之一,在英语教学中占据重要位置。优秀的读后续写素材不仅能激发学生兴趣，引发学生思考，更能有效达到教学目标。本文以人教版英语选修六第五单元语言运用部分的文章为例，试图探究其作为读后续写素材并进行教学的可行性，从而优化读写课堂。
【关键词】英语教材；读写教学；读后续写；
一、背景
作为高考综合改革试点省市，浙江省率先启动了外语科目一年两次考试，这是高考考试形式的一次重要改革，读后续写试题随之应运而生。王敏和王初明（2014）总结了针对英语专业二年级学生的实证性研究结果并指出：读后续写过程中存在协同效应，协同效应可强化或扩张学习者的语言表征，帮助他们把从阅读理解中获取的词汇、语法信息应用于续写当中，由此提高语言运用能力。王初明（2012）指出，读后续写是结合阅读理解进行写作练习的一种方法，是提高外语学习效率的好方法。因此，本堂课选取课程文本进行阅读和读后续写的综合训练，以期培养学生读后续写的兴趣和提升学生语言运用综合能力。
科技的发展带来人类社会不断进步的同时，亦带来一系列环境问题甚至灾害，人们愈加感受到大自然的力量以及人与环境和谐统一之必要性。人教版英语选修六第五单元的中心话题为火山、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题，能带领学生感受自然的力量，亦能让学生在青年时期树立“人、自然、社会和谐统一”的意识。本单元的“读与写”环节介绍了中国著名景点长白山天池，文章第一段和第二段分别介绍了长白山和天池的自然景观和人文风貌，第三段讲述了有关天池的其中一个传说。笔者从此处入手，以上述三段文本的内容为基础，引导学生续写一个有关天池的传说，设计读后续写活动。一方面，课文文本语言真实、地道、自然，借助长白山天池这一闻名遐迩的主题训练学生的阅读理解能力，同时增进学生对英语的全面了解；另一方面，中国上古时期神话故事于学生而言较为熟悉，易激发他们对读后续写的兴趣，加深他们对祖国传统文化的了解和热情。
二、教材分析
本堂课选取人教版英语选修六第五单元的“语言运用”部分。该单元旨在让学生了解自然界的威力，认识到人类只有保护自然，才能有效预防自然灾害和利用自然。“语言运用”部分介绍了吉林省长白山和天池的壮丽景色，文章中有部分低频单词，学生对其较为陌生，但阅读理解的难度不大。随着社会经济的发展，越来越多的家庭选择在假期出游，当代的高中生在各个假期领略国内外不同的精致。本文内容于学生而言较为熟悉，易激发学生的阅读兴趣。此外，近年来央视推出的《中国诗词大会》、《舌尖上的中国》、《中国成语大会》等综艺节目让身处全球化浪潮的年轻一代越发热爱中国传统文化。因此，笔者选取本篇材料进行读后续写。
三、学情分析
本堂课的教学对象为高中二年级学生。从整体上看，他们已有一定的读后续写经验，但以往的训练暴露了他们思维和语言运用上的缺陷，不同层次的学生间英语语言运用能力差距较大。此外，他们在物质丰沛并且信息爆炸的时代成长起来，对英语语言以及西方文化并不陌生，已能初步用英语获取信息。同时，他们想象力丰富，有较为开阔的视野和知识面，能较快接收互联网上的信息。只要教师构架好整堂课，学生积极参与课堂各个环节，学有所得，则能在本堂课中学习知识、训练读写并发展兴趣。
四、教学过程
（一）Step1 lead in
图片导入、紧扣主题、引出话题
用学生的旅行照片，激发学生兴趣，引导学生分享其旅行经历。
T: Do you love traveling? Can you share one of your travel experiences with us?
Supposed answers:
S1: I went to Beijing with my friends last summer vacation. It was really fantastic and we had a good time...
S2: I went to Shanghai with my parents and visited a famous museum...
T: Thanks for your wonderful sharing. Today, we will visit a very beautiful place. Please turn to page 39. Please skim the text and sum up the main ideas of each paragraph.
（二）Step2 Reading
Task1 Skimming
Go through the passage quickly and sum up the main idea of each paragraph
Supposed answers:
Para 1: General introduction to Chang baishan;
Para 2: General introduction to Tianchi;
Para 3: A story told about Tianchi；
Para 4: Make a wish when visiting Tianchi;
Task 2 Detailed reading
Para 1 What can visitors do in the mountain?
Supposed answers: 1. Study its unique animals and plants;
2. Walk in the mountains;
3. See the spectacular waterfalls;
4. Bathe in the hot water pools;
Para 2 Where has Tianchi formed? What can you see on the top of the mountain?
Supposed answers: 1. In the crater of a dead volcano;
2.The sight of its clear waters and the view of the other sixteen peeks;
Para 3 Retell the story according to the pictures
Supposed answer: A bird threw a fruit onto the youngest girl of the three, who got pregnant after trying to smell it and later gave birth to a handsome boy. The boy was said to be the ancestor of Manchu people.
（三）Step 3: Continuation writing
Task 3 writing
T: Have you ever heard of any other myths of Tianchi ?
Supposed answers: 1. Ss: No.
T: It doesn’t matter. Let’s tell a story of Tianchi.
2. Ss: Yes.
T: What is it about?
Ss: …
T: Thanks for your sharing. What about us telling another story of Tianchi?
T: According to the given sentences and underlined words in previous paragraphs,What do you think he would do since he was angry? Why was Nvwa worried about people?
Supposed answers: 1. He would do something to produce volcanic eruption which did harm to human beings, thus Nvwa was worried;
2.He was so angry that he fired at people, which made Nvwa worried;
3.He fired at heaven, resulting in volcanic eruption. Nvwa was so worried about her home...
T：You did a good job. Now please write down your story and then we will share our stories.
（四）Step 4 Feedbacks
T: Time is up, who would like to share your story with us? Please read out your story.
S1——Hu Qiyue
Feedbacks: The plots of story is not only reasonable but also smooth. But here are some language mistakes. Firstly, it’s better to use “release” in this way: ...to release all his pent-up emotions(line 3). In addition, sentence on the fourth and fifth line can be modified as “He didin’t know what his actions would bring to the world.” And sentence on the fifth and sixth line can be modified as“There was no doubt that a catastrophy would occur”.
S2——Zheng Qiaofei
Feedbacks: The story is imaginative, novel and interesting. But some spelling mistakes and grammar mistakes have to be corrected. Revised version goes as the following: The fire god was defeated and became so angry that he turned into a volcano . When people or animals approached, lava fountained from the crater of him. Millions of animals like cranes were hurt because of his eruption. Nvwa was so worried about people that she used her supernatural power to stop the catastrophy. Finally, on the top of the mountain appeared a lake called the lake of heaven. The world was peaceful thareafter.
S3——Lou Shijia
Feedbacks: The story is funny but the ending echoed. Besides, it’s better to cut off some details and characters like the boy.
T: Your stories are logical and imaginative and you really did a good job. Here is a possible version for your reference.
A possible version:
Another myth of Tianchi was about the war between the fire god and the rain god.The fire god was defeated and became so angry that he headed heaven regardless of consequences. All of a sudden, some huge rocks burst from the sky, hitting the world.Then enormous water columns came down in torrents and a volcano erupted, which caused total chaos in the world. People lived in extreme misery.
Nvwa was so worried about people that she smelted the rocks in the lava day and night, praying for the people. Several days later, the hole of heaven was mended. Gradually,in the crater of the volcano appeared a clean and deep lake, around which lived a variety of animals like cranes, monkeys and so on.People lived a happy life thereafter.
（五）Homework
Revise your first draft
五、课后反思
这个单元的主题为“大自然的力量”。在初中阶段，学生已在语文课中学习过《喂，出来——》等环保类文章，在高一时亦学习了《向山那样思考》等探究人与自然两股力量的相互作用等文章，因此，他们对“人、自然、社会”的关系已有一定的知识储备。这个单元的语言运用部分主要介绍了长白山和天池的壮美景色，我希望学生通过美景感受和敬畏自然的力量，因此选了这一篇文本。第一次课例的设计深受前段时间在学校举办的“名师送教”活动的影响，设计了基于课程文本的读后续写。在备课时遇到的主要问题为如何引导学生找出并分析关键信息。通过两个形容词（angry，worried）的分析，学生较好地完成了后续情节的描述。但如评课老师所言，这个设计并未与所给的文本紧密联系，于高考的读后续写能力训练而言意义甚微。因此，第二次课例将读后续写环节改成了应用文写作，让学生参照课文，写一篇介绍自己最喜欢的景点的作文。大部分同学都能较好完成，除了描述美景和自己的旅行经历外，亦有一部分学生写到了所选景点的逸闻轶事，达到了预期效果。此外，在阅读环节提升了所设置的问题的难度，更符合高二学生的阅读要求。在教态上和课堂用语方面也做了改进，第二次上课，口误几乎没有了，由此可见磨课的重要。读后续写的设计应注重续写段落和阅读文本的紧密联系，并非易事，比如在这次“名师送教”活动中，义乌二中的朱佳老师所选择的文本为选修六第五单元的第一篇课文。续写的内容为作者第一次观看火山爆发的场景，与前述文本材料联系紧密。有效地达到了读后续写的教学目标。
参考文献
[1]王敏,王初明.读后续写的协同效应[J].现代外语,2014,37(04):501-512+584.
[2]王初明.读后续写——提高外语学习效率的一种有效方法[J].外语界,2012(05):2-7.