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摘要：浙江省新高考英语写作部分题型第二节为读后续写或是概要写作，本文就提高学生读后续写能力提出一些建议和看法。
关键词：新高考；读后续写；关键信息；语言特点
中图分类号：G632.0 文献标识码：A 文章编号：1992-7711（2017）08-0063
《普通高等学校招生全国统一考试英语科考试说明（高考综合改革试验省份试用）（第一版）》已经公布。作为试点开始单位，2016年10月份开始的浙江省新高考英语科目考试题型有重大变化，其中英语写作分为两部分：第一节为应用文写作；第二节为读后续写或概要写作。本文就提高学生读后续写能力提出一些建议和看法。以2016年10月高考读后续写为例。
读后续写，阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
One weekend in July， Jane and her husband， Tom， had driven three hours to camp overnight by a lake in the forest. Unfortunately， on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake， Jane was so angry that
she said to Tom， “I’m going to find a better spot for us to camp” and walked away.
With no path to follow， Jane just walked on for quite a long time. After she had climbed to a high place， she turned around， hoping to see the lake. To her surprise， she saw nothing but forest and， far beyond， a snowcapped mountain top. She suddenly realized that she was lost.
“Tom！” she cried. “Help！”
No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving， but the farther she walked， the more confused she became. As night was beginning to fall， Jane was so tired that she had to stop for the night. Lying awake in the dark， Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him.
Jane rose at the break of day， hungry and thirsty. She could hear water trickling （滴落）somewhere at a distance. Quickly she followed the sound to a stream. To her great joy， she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now， Jane began to walk along the stream and hope it would lead her to the lake.
As she picked her way carefully along the stream， Jane heard a helicopter. Is that for me？ Unfortunately， the trees made it impossible for people to see her from above. A few minutes later， another helicopter flew overhead. Jane took off her yellow blouse，
thinking that she should go to an open area and flag them if they came back again.
注意：1. 所續写短文的词数应为150左右；2. 应使用5个以上短文中标有下划线的关键词语；3. 续写部分分为两段，每段的开头语已为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。
Paragraph1：
But no more helicopter came and it was getting dark again.
Paragraph2：
It was daybreak when Jane woke up.
读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力，主要聚焦在以下三个方面：
一、把握短文关键信息和语言特点的能力。学生需要了解给定短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。 1. 此时需要学生了解主要内容：标明核心词、核心句，梳理语篇内容的推进方向
Jane and her husband， Tom，...driven three hours to camp...a lake in the forest...quarrel... walked away...lost...stop for the night...rose at the break of day...to a stream...drank and ate a few berries...hope it would lead her to the lake...heard a helicopter... Unfortunately， the trees made it impossible for people to see her...A few minutes later， another helicopter...yellow blouse...
二、語言运用的准确性和丰富性。期望学生在词汇和语言结构的使用方面准确、恰当，能够根据内容需要使用较多、较复杂的词汇和语言结构。
1. 按人物、环境、情节动词等分类划线词
2. 分析原文写作风格，特殊语法结构有时间状语从句，结果状语从句，条件状语从句，宾语从句，DOING，直接引语，虚拟语气，倒装，疑问句，感叹句，介词短语等
三、创造性思维能力。这是对学生续写短文内容的要求，期望学生续写的短文具有较丰富的内容。该试题具有一定的开放性，要求学生详细和生动地描述情景、态度和感情（教育部，2003），符合课程标准的要求和学生的能力水平。学生可以紧扣语境构思情节。
1. 据第一段开头DARK可知，又要在荒野再过一晚。环境描写。大量心理活动，后悔？想念？期待？坚持？夜里有没有遇到蛇、老虎、狮子？
2. 据第二段开头WOKE UP可知，第一段应有JANE入睡的情节。
3. 第二段情节可能：醒来看到TOM；或者醒来在医院；或者贵人相助；或者直升机救援；或者独自找到湖。
此外，教师在日常教学中可以引导学生在阅读时认真分析文本内容和语言，并将分析结果运用于之后的续写中，帮助学生通过语言模仿和内容创新不断提高自己的写作能力。
（作者单位：浙江省温州市第五十一中学 325000）
关键词：新高考；读后续写；关键信息；语言特点
中图分类号：G632.0 文献标识码：A 文章编号：1992-7711（2017）08-0063
《普通高等学校招生全国统一考试英语科考试说明（高考综合改革试验省份试用）（第一版）》已经公布。作为试点开始单位，2016年10月份开始的浙江省新高考英语科目考试题型有重大变化，其中英语写作分为两部分：第一节为应用文写作；第二节为读后续写或概要写作。本文就提高学生读后续写能力提出一些建议和看法。以2016年10月高考读后续写为例。
读后续写，阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
One weekend in July， Jane and her husband， Tom， had driven three hours to camp overnight by a lake in the forest. Unfortunately， on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake， Jane was so angry that
she said to Tom， “I’m going to find a better spot for us to camp” and walked away.
With no path to follow， Jane just walked on for quite a long time. After she had climbed to a high place， she turned around， hoping to see the lake. To her surprise， she saw nothing but forest and， far beyond， a snowcapped mountain top. She suddenly realized that she was lost.
“Tom！” she cried. “Help！”
No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving， but the farther she walked， the more confused she became. As night was beginning to fall， Jane was so tired that she had to stop for the night. Lying awake in the dark， Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him.
Jane rose at the break of day， hungry and thirsty. She could hear water trickling （滴落）somewhere at a distance. Quickly she followed the sound to a stream. To her great joy， she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now， Jane began to walk along the stream and hope it would lead her to the lake.
As she picked her way carefully along the stream， Jane heard a helicopter. Is that for me？ Unfortunately， the trees made it impossible for people to see her from above. A few minutes later， another helicopter flew overhead. Jane took off her yellow blouse，
thinking that she should go to an open area and flag them if they came back again.
注意：1. 所續写短文的词数应为150左右；2. 应使用5个以上短文中标有下划线的关键词语；3. 续写部分分为两段，每段的开头语已为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。
Paragraph1：
But no more helicopter came and it was getting dark again.
Paragraph2：
It was daybreak when Jane woke up.
读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力，主要聚焦在以下三个方面：
一、把握短文关键信息和语言特点的能力。学生需要了解给定短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。 1. 此时需要学生了解主要内容：标明核心词、核心句，梳理语篇内容的推进方向
Jane and her husband， Tom，...driven three hours to camp...a lake in the forest...quarrel... walked away...lost...stop for the night...rose at the break of day...to a stream...drank and ate a few berries...hope it would lead her to the lake...heard a helicopter... Unfortunately， the trees made it impossible for people to see her...A few minutes later， another helicopter...yellow blouse...
二、語言运用的准确性和丰富性。期望学生在词汇和语言结构的使用方面准确、恰当，能够根据内容需要使用较多、较复杂的词汇和语言结构。
1. 按人物、环境、情节动词等分类划线词
2. 分析原文写作风格，特殊语法结构有时间状语从句，结果状语从句，条件状语从句，宾语从句，DOING，直接引语，虚拟语气，倒装，疑问句，感叹句，介词短语等
三、创造性思维能力。这是对学生续写短文内容的要求，期望学生续写的短文具有较丰富的内容。该试题具有一定的开放性，要求学生详细和生动地描述情景、态度和感情（教育部，2003），符合课程标准的要求和学生的能力水平。学生可以紧扣语境构思情节。
1. 据第一段开头DARK可知，又要在荒野再过一晚。环境描写。大量心理活动，后悔？想念？期待？坚持？夜里有没有遇到蛇、老虎、狮子？
2. 据第二段开头WOKE UP可知，第一段应有JANE入睡的情节。
3. 第二段情节可能：醒来看到TOM；或者醒来在医院；或者贵人相助；或者直升机救援；或者独自找到湖。
此外，教师在日常教学中可以引导学生在阅读时认真分析文本内容和语言，并将分析结果运用于之后的续写中，帮助学生通过语言模仿和内容创新不断提高自己的写作能力。
（作者单位：浙江省温州市第五十一中学 325000）