背景回顧
1
抒情是與敘事相對的概念。一般地說，抒情偏于表現(xiàn)作者自己的主觀世界，敘事偏于再現(xiàn)客觀世界；抒情偏于用話語的聲音組織和畫面來象征性地表現(xiàn)感情，敘事偏于用話語的意義來講故事。抒情作為一種主觀表現(xiàn)，并不脫離現(xiàn)實，而是對現(xiàn)實生活的反映與評價。感情源于對現(xiàn)實的感受，沒有真實的生活感受，便沒有真正價值的抒情。對現(xiàn)實感受的深淺，又往往取決于對現(xiàn)實認識的深淺程度。所以抒情總是包含著對現(xiàn)實的反映。抒情是一種特殊的反映方式，抒情反映的對象主要是社會生活的精神方面?，F(xiàn)實生活并不只是物質(zhì)生活，它害包括現(xiàn)實存在著的精神生活。文學抒情主要從一個側(cè)面反映了特定的社會心理、精神狀態(tài)與時代精神。抒情反映必帶主觀色彩，即情感反映了主體與對象之間的特定關系；抒情反映具有評價性，即抒情中所表現(xiàn)出來的贊美、向往、同情、憎惡等情感傾向都不同程度地含有對現(xiàn)實的價值判斷。抒情也是對現(xiàn)實的一種意識中的改造：通過創(chuàng)造性想象，抒情主體把現(xiàn)實之物轉(zhuǎn)化為貫注了主觀情思的想象，使外在世界成為一個與內(nèi)心世界協(xié)調(diào)融洽的審美世界。
高中英語讀后續(xù)寫是一種將語言輸出與輸入緊密結(jié)合、旨在加速提高學生語言運用能力的一種方法。讀后續(xù)寫的過程注重激發(fā)學生的寫作熱情，培養(yǎng)學習者寫作目的意識、讀者群意識以及寫作方向意識，鼓勵學生進行合作交流?？v觀浙江卷高考英語讀后續(xù)寫試題，我們不難發(fā)現(xiàn)，讀后續(xù)寫在很大程度上也是在考查學生對故事情感的感知、理解與深層推理的能力，同時也體現(xiàn)了《普通高中英語課程標準（2017年版2020年修訂）》（以下簡稱《課程標準》）在學業(yè)質(zhì)量評價的要求。
《課程標準》在“學業(yè)質(zhì)量”部分指出，高中英語學業(yè)質(zhì)量以學生在語言能力、文化意識、思維品質(zhì)和學習能力等方面的核心素養(yǎng)為基礎，結(jié)合高中英語課程標準的內(nèi)容以及高中學生英語學習的進階情況，重點描述高中學生在特定問題情境中運用英語解決問題的能力和表現(xiàn)。同時，課程標準也將“學業(yè)質(zhì)量水平”設置為三個水平，并明確指出“水平二”是英語高考命題的主要依據(jù)?！八蕉睂姹磉_的“質(zhì)量描述”如下：
表1：高中英語學業(yè)質(zhì)量水平二（節(jié)選）
例如， 2021年1月浙江省高考英語讀后續(xù)寫遵循了課程標準學業(yè)質(zhì)量“水平二”2-13所強調(diào)的對人物的經(jīng)歷、情感態(tài)度、事件發(fā)展的過程及特征等的表達能力的考查。這在很大程度上引發(fā)了學生結(jié)合自己的人生經(jīng)歷、對家庭情感的進一步的回顧與思考。特別是在家庭生活的重要時刻，如重大的節(jié)假日，家庭成員之間的情感的維系與表達方式等。例如，此次讀后續(xù)寫的原文的第二段中的“All f us were hard at wrk at the kitchen table, with my mm filming the annual event”這一句，刻畫了節(jié)日來臨之時家庭內(nèi)部成員關系融洽、家庭生活多彩的氛圍，這就為后文以及續(xù)寫中，學生該如何處理意外引發(fā)的情感變化，提供了一個思考的基礎。
方法策略
2
讀后續(xù)寫教學需要情感培養(yǎng)，通過情感上 的共鳴，學生才能對給定的文章進行續(xù)寫。如果沒有進行情感滲透，那么學生在學習的過程中，只是將知識和技能進行淺層的提升，對于讀后續(xù)寫的認知程度只停留在完成基本任務的 階段，沒有進行情感的深層體驗，這樣學生就 會缺乏對讀后續(xù)寫學習的整體興趣和積極性。 情感對于教學的影響看似無用，但是其實際的影響十分深遠，可以影響到學生對課程的整體態(tài)度，而態(tài)度決定行為，行為決定結(jié)果，如果 教師不進行情感培養(yǎng)，讀后續(xù)寫教學的效果必 定會受到影響。所以，在讀后續(xù)寫教學過程中，教師不能只注重知識和能力的培養(yǎng)，還要關注學生的情感體驗和升華，積極引導學生以開朗的心態(tài)接納讀后續(xù)寫教學，從而幫助學生不斷提升自身英語語言能力。
情感表達是讀后續(xù)寫任務解決的必要手段之一。實際上，英語讀后續(xù)寫源語篇中有大量的表達情感的細節(jié)刻畫。例如：
“Tm! ”she cried. “Help!”（2016年10月，浙江卷）[害怕/擔憂]
If nly she had nt left her mbile phne in that bag with Tm. （2016年10月，浙江卷）[遺憾/后悔]
Mac’s heart jumped. （2017年6月，浙江卷）[恐懼/害怕]
I had an interesting childhd. It was filled with surprises and amusements, all because f my mther---lving, sweet, yet absent-minded and frgetful.（2017年11月，浙江卷）[開心/幸福]
“I'm ging t miss yu s much, Pppy, "said the tall, thin teenager. He bent dwn t hug his ld friend gdbye. He std up, hugged his parents, and smiled, trying nt t let his emtins(情緒)get the better f him.（2020年1月，浙江卷）[依依不舍]
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”（2020年，新高考I卷）[同情]
It was tiring wrk, but I lked frward t the pay, even thugh I wasn't sure hw much it wuld amunt t.（2021年6月，浙江卷）[堅定決心]
人物情感變化歷程的自主探究示例
下面我們將結(jié)合2021年1月浙江省英語高考讀后續(xù)寫試題的分析為例，簡要談談讀后續(xù)寫是如何依據(jù)課程標準的評價要求、在親情傳遞的過程中促進學生的思維認知能力提升的。
2021年1月浙江卷讀后續(xù)寫為記敘文。文章以第一人稱的角度敘述了一個作者萬圣節(jié)去農(nóng)場里采摘南瓜，制作萬圣節(jié)南瓜燈，參與選拔賽，但是作者不知道南瓜的重量，于是為了證明自己勝出就把頭伸進南瓜，但最終作者的頭卡在掏空的南瓜里面了。這篇文章以“頭試南瓜---身陷窘境---智取腦袋---分享經(jīng)歷”為故事主線，以“興奮---焦慮---害怕---釋然”這條情感線為輔線，向讀者呈現(xiàn)由窘態(tài)變?nèi)の兜墓适?。該續(xù)寫以作者的情感變化為主要考查角度，展現(xiàn)了家庭內(nèi)部的日常生活樂趣，并進而通過關鍵詞提示以及細節(jié)刻畫，能引發(fā)學生關于如下問題的思考：
1.家庭與個人需要之間的矛盾如何處理？
文章第一個提示詞“pumpkin”是本文的主題詞之一，全文的故事就是圍繞這個詞展開的，同時這個詞也預示了作者與弟弟之間的沖突產(chǎn)生的根源。而提示詞“dad”“Jasn”與“mm”也進一步引發(fā)學生對家庭成員之間的日常的交往活動的思考?！皃umpkin”與三位家庭成員的關鍵詞提示，能引發(fā)學生進一步思考如何在家庭生活中正確地處理個人的需求與家庭成員之間的矛盾，從而讓學生能在續(xù)寫中圍繞與家庭成員之間的關系處理，來合理地展開故事的延續(xù)。
2.年長子女如何維系與弟妹之間的親情？
文章第一段中的“In the pumpkin field, I cmpete with my three brthers and sisters”、第二段中的“This year, it was hard t tell whether my prize r the ne chsen by my 14-year-ld brher, Jasn, was the winner”以及第四段中的“ Jasn helping t supprt the weight, I bent back ver the table t give it smewhere t rest”這三處敘述，給學生展現(xiàn)了作為家里的年長子女的作者，與自己的弟弟Jasn之間的沖突與友愛，進而能引發(fā)學生進一步思考：在自己深陷困境的情況下，自己的對手來幫助自己，自己該如何應對？結(jié)合文章的家庭成員關鍵詞提升，這一問題將直接影響續(xù)寫第一段的細節(jié)刻畫：Jasn能幫作者完全擺脫困境嗎？Dad與Mm又有何反應呢？
3.心理落差的負面情緒該如何正確釋放？
根據(jù)文章第一段最后一句中的“ the eldest child I have an advantage”，我們可以體會到作者對自己是家里年長的子女的優(yōu)越感與自信。但是，第四段尾句中的“ vice sunding unnaturally lud in the enclsed space”卻將這種優(yōu)越感與自信完全吞沒了。那么，這一心理落差又該如何應對呢？結(jié)合續(xù)寫第一段中的“ felt much lnger”這一焦慮心態(tài)的刻畫，以及續(xù)寫第二段首句的新的信息“That vide”，學生會進一步思考在續(xù)寫部分作者該如何通過合理的方式，釋放這種負面情緒。
實踐強化
3
1．（2022·河北石家莊·二模）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，使之構成一篇完整的短文。
Ollie Simmns was gd at maths, but Ruby Riley wasn’t. Well, Ruby didn’t think she was. She sat next t Ollie and s she just cpied him. This was the best way she had fund t d maths and she didn’t have t think at all.
One day the teacher said, “We will be having a maths test after lunch.” Ruby felt there was a mth mving its wings inside her. “Can I cpy ff yu?” she whispered t Ollie. Ollie thught fr a minute. “What will yu give me?” he whispered back. Ruby shwed Ollie a stne she had. It was rund and smth and the clur f the sea. “OK!” he said, “Give me the stne, and then yu can cpy me.” Ollie Simmns gt ne hundred percent in the maths test and s did Ruby. Their names went n the tp f the maths champs chart.
Every week there was a maths test and every week Ollie Simmns and Ruby Riley gt ne hundred percent. Ollie had t share the tp place with Ruby, but it was wrth it. He had a trch, a key chain, a glf ball and a gift bx!
One day, there was a maths test again. This time, Ruby picked a watch, thinking everything wuld g as usual—Ollie wuld let her cpy and they wuld g n the tp f the chart tgether again. But she was wrng. The headmaster came int Ruby’s class. “I want t see Ollie Simmns,” she said. Ollie was gne fr a lng time. Then the dr pened. It was the headmaster again. “Ruby Riley,” she said, “Cme with me, please.” Ruby felt like a bird in a cage—there was n way t escape. The headmaster tld Ruby that every lunchtime fr five weeks she had t d maths. “Yu have t learn t think fr yurself,” she said. “And Ollie has t learn a lessn, t. He’s ging t teach yu.”
注意：1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
Ollie was mad at Ruby fr getting him int truble.
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Ollie prved t be a gd teacher fr Ruby.
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【答案】
Ollie was mad at Ruby fr getting him int truble. Hanging her head dwn, Ruby felt s regretful and shameful in that she realized it was her fault that put them int this situatin. “I am s srry that I’d like t make a sincere aplgy t yu.” Shaking her head, Ruby turned t Ollie with tears. Seeing this situatin, Ollie felt his cheeks burning with fire and started t cmfrt Ruby. “We’re suppsed t make up fr this fault tgether.” Ruby wiped her tears and was determined t spare n effrt t learn math with Ollie.
Ollie prved t be a gd teacher fr Ruby. As time went by, with the assistance f Ollie, Ruby’s academic perfrmance f math had becme higher and higher. Ultimately, Ollie Simmns and Ruby Riley gt ne hundred percent in the final examinatin nce again. But this time, the headmaster expressed the warm cngratulatins t them sincerely. “Cngratulatins n yu! Yu’ve really dne a gd jb and I am s prud f yu.” the headmaster said excitedly. They felt extremely delighted while hearing what the headmaster said and became the best and clsest friends. What an unfrgettable and meaningful experience!
【寫作解析】本文以人物為線索展開，講述了Ruby請求同桌Ollie在數(shù)學考試時讓自己抄襲，并答應Ollie送他禮物，因此兩人每周數(shù)學測驗都獲得了滿分。校長發(fā)現(xiàn)他們考試抄襲這件事后，要求Ruby連續(xù)五周在午餐時間學習數(shù)學，并讓Ollie幫助她。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“Ollie因為Ruby給他惹麻煩而生氣?！笨芍?，第一段可描寫Ruby后悔給Ollie帶來麻煩，所以向他道歉，然后下定決心努力學好數(shù)學。
②由第二段首句內(nèi)容“Ollie證明了自己是Ruby的好老師?！笨芍?，第二段可描寫在Ollie的幫助下，Ruby的數(shù)學進步很大，兩人得到了校長的表揚，也因此成為了最好的朋友。
2. 續(xù)寫線索：道歉——安慰——努力學習——取得進步——得到表揚——感受
3. 詞匯激活
行為類：①道歉：make an aplgy t sb./aplgize t sb./say srry t sb.；②安慰：cmfrt/cheer up；③努力：spare n effrt/try ne’s best
情緒類：①后悔的：regretful/srry；②開心的：delighted/chuffed/cheerful/pleased
【典型句式】
[句型1]. Hanging her head dwn, Ruby felt s regretful and shameful in that she realized it was her fault that put them int this situatin.(現(xiàn)在分詞作狀語和it was…that…強調(diào)句型)
[句型2]. I am s srry that I’d like t make a sincere aplgy t yu. (連詞s…that引導的結(jié)果狀語從句)
[句型3]. They felt extremely delighted while hearing what the headmaster said and became the best and clsest friends.(while引導的時間狀語從句的省略和what引導的賓語從句)
2．（2022·山東菏澤·二模）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，使之構成一篇完整的短文。
Gemma jumped ff the schl bus feeling thrughly miserable. Tday had been ne f the wrst days f her life. Hw culd she shw her face at schl ever again? It was a ttal shame. She wuld nt face her classmates at all next Mnday mrning.
Gemma walked slwly up the tree-lined hill tward the park. She needed time alne t think and cry. Her mm wuldn’t be hme frm wrk fr anther hur r s and she needed fresh air and sunlight after being in schl all day. She needed s much mre than that; what she needed was a brain transplant. Reading ut lud in class tday had been terrifying, annying, embarrassing; she hated every mment f it. She was sweating, her vice shk, her face flushed red, and her heart punded uncntrllably. Breathing nrmally was simply impssible in the fear and panic she felt. Gemma wished the grund had pened up and swallwed her whle, which wuld have been preferable. She std befre the class feeling like a fl. She had heard the whispered cmments between her classmates, and had seem the lk n her English teacher’s face as she went back t her seat.
Gemma headed fr the bench in the walled rse garden that she ften visited, as far away frm peple as pssible. She tk ff her heavy backpack and put it dwn heavily n the hard seat. The backpack was full f schl bks and she was glad t get it ff her shulders. She never wanted t g back t schl. She sighed deeply, buried her face in her hands, and began t sb in despair. She was sure ther kids didn’t have this prblem. Sme f her classmates even lked like they were enjying reading ut lud and tk great delight in being the center f attentin. Gemma didn’t knw what she was ging t d.
“Hell, are yu alright, dear?” Startled (驚嚇), Gemma abruptly pulled her hands away frm her face and lked up in the directin f the vice, embarrassed that smene had seen her crying.
注意：1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
Paragraph 1:
Unexpectedly, her English teacher came up and watched her with kindness and cncern.
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Paragraph 2:
Gemma walked hme feeling like she was walking a little taller and there was a spring in her steps.
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【答案】
Unexpectedly, her English teacher came up and watched her with kindness and cncern. Sitting dwn n the bench, next t Gemma, the teacher patted her shulder gently, saying, “I knw yu were just t nervus, but it’s kay. Actually, mst f us, like yu, nce experienced reading setbacks in public. As the saying ges, practice makes perfect. With mre practice, yu’re sure t make it next time, aren’t yu?” Her English teacher had a lng heart-t-heart talk with Gemma. Realizing her lack f practice, Gemma felt a sudden sense f relief. She was aware f what t d then. When they walked ut f the rse park hand in hand, Gemma felt like a whlly different figure.
Gemma walked hme feeling like she was walking a little taller and there was a spring in her steps. Tday, what her teacher said made her think a lt. She had already gt a detailed plan n what t d next. Nw she began t practise reading ut lud at mirrr in her rm time and again. “What are yu ding, Gemma?” Her mther’s antius vice came frm the dr. Gemma tld mum what had happened. Her mum gave Gemma a big thumb-up and encuraged her t vercme the difficulty bravely.
【寫作解析】本文以人物為線索，主要講述杰瑪覺得自己在全班面前大聲朗讀的表現(xiàn)非常糟糕而暗自傷心哭泣，隨后被英語老師發(fā)現(xiàn)了，老師安慰和鼓勵她只要多加練習就能表現(xiàn)得更好，杰瑪便釋懷了，并制定計劃努力練習，還得到了媽媽的鼓勵。
1. 段落續(xù)寫
①由第一段首句“出乎意料的是，她的英語老師走了過來，和藹而關切地看著她”可知，第一段可以圍繞老師如何安慰杰瑪以及杰瑪?shù)幕貞团e措從神態(tài)、動作、語言等方面展開描寫。為與下一段首句呼應，杰瑪肯定感到釋懷了。
②由第二段首句“杰瑪走回家，感覺自己越發(fā)昂首闊步，腳步變得輕快許多”可知，第二段可圍繞杰瑪釋懷后如何鍛煉自己的朗讀水平來描寫，與此同時，還可以描寫杰瑪?shù)哪赣H對杰瑪刻苦練習的肯定和鼓勵。
2. 續(xù)寫線索：安慰杰瑪——釋然——練習朗讀——家人鼓勵
3. 詞匯激活
行為類：①意識到：realize/be aware f/recgnize；②鼓舞：encurage/cheer；③克服：vercme/cnquer/surmunt
情緒類：①緊張的：nervus/anxius/tense；②勇敢地：bravely/bldly/fearlessly/curageusly
【典型句式】
【句型1】Tday, what her teacher said made her think a lt.（運用了what引導的主語從句）
【句型2】Gemma tld mum what had happened.（運用了what引導的賓語從句）
3．（2022·河北·模擬預測）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，使之構成一篇完整的短文。
One day, father, mther and I were n ur way t Hubble's stre n the Main Street t get thse things needed fr the upcming Christmas. As we passed Eatn's department stre, we stpped as usual t d a bit f windw shpping.
“What a silly dress!” mther suddenly pinted t a dress in the fancy windw. “Wh wuld need such a big red dress?”
Then, ttally ut f character, father went t mther and started dancing n the sidewalk as if they were at a dancing party.
“Dear, it is fr dancing parties,” father laughed. “I hpe I culd buy it fr yu as a Christmas gift.”
“Oh, stp that!” she rdered and her cheeks became redder than usual. Mther, f all peple, was nt ne t spend mney n things that were nt practical. “There are things we need mre than this.”
As we cntinued dwn the street, mther turned back many times. “My gdness! They shuld shw smething a persn really needs!”
But father liked buying smething that mther might nt really need, whenever the budget allwed. Of curse, he'd get a sclding, but it was all dne with the best intentin.
Like the time he brught hme the electric stve years ag. In ur ld kitchen, mther was still cking year-rund n a wden stve. In summer, the kitchen wuld be s ht that even the huseflies wuldn't cme inside. One day, Dad surprised her with a fancy new electric stve. She prtested, saying that the wden stve cked just fine, that the electric stve was t dear and that it wuld cst t much t run it. Since then she nly used it n special ccasins.
On Christmas Eve, we drve past the stre again and fund that the big red dress was gne!
“Wh’d be fl enugh t buy such a big red dress?” mther whispered in disbelief as we drve away.
注意：1.續(xù)寫詞數(shù)應為150左右；
2.請按如下格式在答題卡的相應位置作答。
I quickly stle a lk at Dad.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I’ll never frget what I saw the next mrning.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I quickly stle a lk at Dad. He tuched me with his elbw and shk his head. But the excitement in his eyes cnfirmed his secret. Suddenly my heart was filled with mre lve fr my father than I thught it culd hld! But I casually turned arund and caught mther still shaking her head in disbelief. She lwered the windw and had a final lk as we rde n up the street. I was almst certain that I detected a disappintment in her eyes.
I’ll never frget what I saw the next mrning. I watched as mther pened a large bx that read “Eatn’s Big Red” n its lid. With trembling hands she tuched the nice material f Big Red. Her face was as bright as the star that shne n ur Christmas tree in the crner f the small rm. “Yu shuldn’t have…” was her unsuccessful attempt at sclding Dad.
【寫作解析】本文以人物和大紅裙子為線索展開，描述了作者的母親在商店櫥窗外第一次看到漂亮的大紅裙子，被深深吸引的表情以及和家人談論時故作不喜歡的樣子，以及圣誕節(jié)前，作者一家再次進城時，母親發(fā)現(xiàn)櫥窗里的大紅裙子不見時難以置信的表情。
1.段落續(xù)寫：
①由第一段首句內(nèi)容 “我趕緊偷看了爸爸一眼?！笨芍?，第一段可描寫作者父親神秘和狡黠的神情和動作以及母親內(nèi)心對于大紅裙子不見了的驚訝與失望。
②由第二段首句內(nèi)容“我永遠不會忘記第二天早上我所看到的一切?！笨芍?，第二段可描寫作者父親送出大紅裙子時，對母親的愛意與期待以及母親收到禮物時的驚訝和激動之情。
2.續(xù)寫線索：櫥窗里的大紅裙子——圣誕節(jié)前消失的大紅裙子——紅裙消失父親的神秘和母親的失落——圣誕節(jié)早晨父親的神秘禮物——母親的驚訝與激動。
3.詞匯激活
行為類：①偷偷看: steal a lk at/peek at/thrw a glance at；②發(fā)現(xiàn): detect/ntice/discern；③充滿了: be filled with/be full f /be crwded with
情緒類：①失望: disappintment/regret/despair；②驚訝: disbelief/incredible
【典型句式】
【句型1】But I casually turned arund and caught mther still shaking her head in disbelief.(運用了現(xiàn)在分詞作賓語補足語)
【句型2】Her face was as bright as the star that shne n ur Christmas tree in the crner f the small rm.(運用了that引導的定語從句)
序號
質(zhì)量描述
2-13
能在書面表達中有條理地描述自己或他人的經(jīng)歷，闡述觀點，表達情感態(tài)度；能描述事件發(fā)生、發(fā)展的過程；能描述人或事物的特征、說明概念；能概述所讀語篇的主要內(nèi)容或續(xù)寫語篇。
2-14
能在表達過程中有目的地選擇詞匯和語法結(jié)構，確切表達意思，體現(xiàn)意義的邏輯關聯(lián)性；能使用多模態(tài)語篇資源，達到特殊的表達效果。

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