读后续写导向性输入及微技探究

Shareideas语篇特点

1必备能力2评分标准3Continuationwriting从题型设计看读后续写语篇特点

1Continuationwriting从题型设计看读后续写

关于一年两考高考英语试卷中读后续写设计的研究一文中指出：

记叙文话题一般更贴近生活，有一定趣味性，给学生的想象空间较大，上下文连贯性较强，语言难度较易把握，更适合用于高考英语的读后续写中。

因此，读后续写读的部分一般为记叙文，其故事性较强，情节有些许曲折。写的部分自然要与读的部分语篇特点一致。必备能力2Continuationwriting从题型设计看读后续写把握短文关键信息和语言特点的能力语言运用的准确性和丰富性。对语篇结构的把控能力创造性思维能力。评分标准3Continuationwriting从题型设计看读后续写1.与所给短文及段落开头语的衔接程度；2.内容的质量、完整性及与原文情景的融洽度。3.应用语法结构和词汇的丰富性和准确性；4.上下文的连贯性。理论基础：1.美国语言学家Krashen语言输入假说理论启示我们教师要给学生输入并理解比当前语言稍多一点的语言材料，在教学中输入的信息要是让学生可理解的，并且所讲的东西要有趣味性和关联性。控制为学生原有知识基础之上加一点点。选材2.王初明教授指出，读后续写协同效果的强弱取决于互动的力度，“互动强，则协同强；互动弱；则协同弱”。在读写过程中，学习者不但要充分理解前文，还需要创造内容，模仿、使用前文出现过的词语和结构，以产生互动协同效应，快速提升外语学习效果。导向性输入一、导向性选材1.选材途径多样化根据克拉申（Krashen）的输入假说理论，要习得新的语言表达和语言结构，仅仅靠几道练习题、几篇短文是不够的，它需要连续不断地有内容有趣味地广泛阅读才能奏效。所以输入不能拘泥于读后续写题型训练这种单一的途径，输入方式需多样化,英文短篇小说节选，报刊杂志，新概念及英语美文，故事性较强的完型和阅读等都是可利用的途径。美国作家欧亨利的短篇小说《ThegiftoftheMagi》Sonow⑥Della'sbeautifulhairfellabouther,shininglikeabrownwaterfall.Itreachedbelowherkneesandmadeitselfalmostlikeacoveringforher.Andthenquicklysheputitupagain.⑦Shestoodstillwhileafewtearsfellonthefloor.Sheputonhercoatandheroldbrownhat.Withaquickmotionandbrightnessstillinhereyes,she⑧dancedoutthedooranddownthestreet.Whereshestoppedthesignread:"MadameSofronie.HairGoodsofAllKinds."⑨Dellaranupthestepstotheshop,outofbreath.……⑩Thenexttwohourswentbyasiftheyhadwings.DellalookedinallthestorestochooseagiftforJim.

精选美文

Withonesmallgesture不经意间的举动Oneday,whenIwasafreshmaninhighschool,Isawakidfrommyclasswalkinghomefromschool.HisnamewasKyle.Itlookedlikehewascarryingallofhisbooks.Ithoughttomyself,"WhywouldanyonebringhomeallhisbooksonaFriday?Hemustreallybeanerd（书呆子）."Ihadquiteaweekendplanned(partiesandafootballgamewithmyfriendtomorrowafternoon),soIshruggedmyshouldersandwenton.AsIwaswalking,Isawabunchofkidsrunningtowardhim.Theyranathim,knockingallhisbooksoutofhisarmsandtrippinghimsohelandedinthedirt.Hisglasseswentflying,andIsawthemlandinthegrassabouttenfeetfromhim.HelookedupandIsawthisterriblesadnessinhiseyes.So,Ijoggedovertohimandashecrawledaroundlookingforhisglasses,Isawatearinhiseye.AsIhandedhimhisglasses,hesaid,"Thoseguysarejerks（蠢蛋）.Theyreallyshouldgetlives.完型填空Itwasahotspringday.Athunderstormhadpassedoverearlierbutnowthecloudswereclearingandthesunhadreturned.Iparkedmycarnexttothemeter(计费器）andtossedaquarterintoit.Iheadedintoalocalstoretobuymysonashirt.Theairconditioningintherewasa（an）welcomerelieffromtheheatoutside. .AfterImademypurchase,Iwalkedbackintotheheat.Igotinmycarbuthadtowaittopulloutbecauseofallthecarslinedupattheredstoplight.Ilookedoutofmycarwindowandsawsomethingonthepavement.Asinglebutterflywaswildlybeatingitswingsbutnotgettingofftheground.Itwasrightinfrontofatruck'styretoo.Withoutthinking,Igotoutofmycar,heldmyhandupsothetruckdriverwouldn'tmoveforward,andbentdowntolookatthebutterfly.Oneofitslegswasstuckinwhatlookedlikespiltsoda（苏打水).

IreacheddownandcuppedthebutterflyasgentlyasIcould.……

2.选材难度略高于学生认知水平王初明教授（2012）提出“续论”,“续论“的基本理念是”语言是通过‘续’学会的，高效率的学习是通过‘续’实现的。语言使用受交际意图的驱动，主要体现在理解和产出两种形式上。而人们的语言理解水平总是高于其语言产出水平，两者存在永恒的一高一低非对称现象，“比如说，我们都能看懂《红楼梦》，却写不出《红楼梦》，这就是理解和产出之间的不平衡。语言学习在不断拉平学习者产出的能力与理解能力的过程中发展演进，通过互动产生拉平效应，而“续”是互动的引擎，也是“拉平”的引擎。OfftheShelf窃书记Ididnotunderstandmymother'sincreasinganxiety;shedidnothaveenoughchangeandhadtosacrificealargecanofpeastopaytheamount."Notnow,Patricia,shesaidsternly."Todayisnotagoodday."Ipackedthegroceriesandfollowedherhome,crestfallen（垂头丧气的）.ThenextSaturday,mymothergavemeadollarandsentmetotheA&Palone.Twoquartsofmilkandaloafofbread—that'swhatadollarboughtin1957.IwentstraighttotheWorldBookdisplay.Therewasonlyonefirstvolumeleft,whichIplacedinmycart.Ididn'tneedacart,buttookonesoIcouldreadasIwentupanddowntheaisles.Alotoftimewentby,butIhadlittleconcept(概念)oftime,

afactthatoftengotmeintrouble.IknewIhadtoleave,butIcouldn'tbeartopartwiththebook.

Impulsively（出于冲动）Iputitinsidemyshirtandzippedupmyplaidwindbreaker.Iwasatall,skinnykid,andI'mcertaintheshapeofthebookwasobvious.

新高考1卷Paragraph1:

Asthetwinslookedaroundthemindismay,theirfatherappearedinthedoorway.Onelookandhe

knewwhattheywereupto.Seeingtheircrestfallenfaces,hetoldthemtocleanupthekitchenwhilehehelpedthemmakebreakfastforMother.Thetwinscheeredupanddidastold.Withinanhour,thekitchenwascleaned,andFatherhadmadesomeeggsandwichesandcookedsomeoatporridge.Thenhesneakedbacktobed.Thetwinspreparedthebreakfasttray,addingacardtheyhadmade,andthencarriedthetrayupstairstotheirparents’bedroom.

3.选材要服务于立德树人的根本任务美文素材话题以立德树人为中心AFive-fingerDiscountOfftheShelfAFib4.ABoxFullofKisses5.Promise6.TinCanSummer7.SaltyCoffee8.LoveIsJustlikeaThread9.WithOneSmallGesture10.LesBrownDJDream11.Dosomethingforyourself12.ARemarkableSpeech13.Findingafriend1-6亲情7/8爱情9.友情10-12梦想与自我价值13.人与动物导练选材以立德树人为中心，重点突出亲情、友情、自我价值的实现。than二、导向性任务设计导学稿设计1.听读并归纳词汇2.词汇的指向性自学3.结构的指向性自学归纳词汇词汇指向性学习结构指向性自学协同理论Wordsandexpressions

StorylineandemotionallineStructure

协同理论下的读后续写的微技能

微技能训练1.词汇2.句法结构词汇

动词是句子的核心；是运用频率最高，最具张力，表现力和生命力的词。形容词、副词分别再描写人或物及程度表现上丰富饱满、生动形象。AMiracleofMermaidsRhondaGillfrozeassheheardherfour-year-olddaughter,Desiree,sobbing

quietlyinthefamilyroomthatmorninginOctober1993.Rhondatiptoedthroughthedoorway.Thetinychildwashuggingaphotographofherfather,whodiedninemonthsearlier.Rhonda,24,watchedasDesireegently

ranherfingersaroundherfather’sface.“Daddy,”shesaidsoftly,“whywon’tyoucomeback?”句法结构grammaticalstructuresFindingafriend狗狗奇缘

Ihadalwaysconsideredmyselfaprettygoodrunner,but1)whenyou’rerunningforyourlifeyoucannevermovefastenough.2)Iglancedback,almosttrippingovermyself.Icouldseeoutofthecornerofmyeyehisblackmask,beadyeyes,andhismuddyfurcoat.3)Whatscaredmethemostwerehissharpteeth.GoaheadandlaughbutIwasrunningfrom…adog.4)Myflip-flopshadfallenoffmyfeetwhenIstartedrunningandthepavementwasburninghot.5)Iroundedthecornerintomydriveway,sprintingformyfrontdoor.6)I

wasn’talwaysscaredofdogs,butsomethingthathappenedmakesmeruneverytimeIseeone.语法结构如果把词汇比作树叶，语法结构则为树枝，将词连成句；将短句连成长句。语法结构婀娜多姿，赋予了文段生命力，活化了单个的词汇。vocabularygrammaticalstructures词汇输入策略

词汇若脱离语篇，犹如无本之木。机械性记背词汇不易产生持久效应，所以词汇输入不能脱离语篇。小语篇输入减少了阅读的负担，操作简单，利于高频训练。而读后续写的题型训练，很难实现40分钟读写评的三个环节。

王初明教授（2012）在“续论”中指出：语言习得高效率是通过“续”实现的，即学习者因“续”而模仿高水平的语言使用，据此近距离强力拉高自己的语言产出水平，产生立竿见影的学习效果。比如前面两个小语篇中出现的tiptoe,trip,sprint三个动词略高于学生语言知识水平。通过遣词造句读写结合的过程中，学生的认知会得到提升，词汇储存相对持久。一、小语篇输入——略高于学生现有语言知识水平（一）通过新词造句产生拉平效应Everynight,mymotherwouldtuckmein,turnoutthelightsandtiptoeout.Maryslippedoutofbedandtiptoedtothewindowtoseewhethertheoddunclewasaway.Hewas

in

such

a

hurry

thathealmosttrippedoverhimself.Timepressing,hepushedhiswaytothefront,sprintingfortheplatform.（二）通过模仿小语篇的语言特点实现拉平效应。

RhondaGillfrozeassheheardherfour-year-olddaughter,Desiree,sobbing

quietlyinthefamilyroomthatmorninginOctober1993.Rhondatiptoedthroughthedoorway.Thetinychildwashuggingaphotographofherfather,whodiedninemonthsearlier.Rhonda,24,watchedasDesireegently

ranherfingersaroundherfather’sface.“Daddy,”shesaidsoftly,“whywon’tyoucomeback?”

学生仿写案例

Passingbythewindow,CrystalfrozeassheheardlittleTomsobbingquietlyintheclassroom.Thenshetiptoedthroughthedoorway.LittleTomwashuggingaTeddyBear,whichwasgivenasagiftbyhisdeadfather.HegentlyranhisfingersaroundthefaceoftheTeddyBearasifhisfatherwereaccompanyinghim.词汇输入策略二、词汇输入——在语言结构中体现自读后续写题型问世，我们一线教师摩拳擦掌，在探索之路上一决高下。各种关于词汇输入的模板式教学应运而生。微技能类型为场景、动作、心理、细节、表情等。如下表：表情绪/心理beoverwhelmedbyshameyellwithdelightbrightenone’sheartshedtearsfallintodespairmake’sheartbleedloseone’sspiritloseone’stemperstampone’sfeetexplodewithanger肢体动作scratchone’sheadclenchone’sfistgrindone’steethwaveone’shandholdsb.inone’sarmsburstintolaughternarrowone’seyeselbowone’swayforceasmilestruggletoone’sfeet词汇输入策略以上归类型输入微技能优点即同类型整合，集中性强，选用直接。缺点是简单的记忆储存，缺少内化语境，易造成使用生硬，实现不了有效输出。王初明教授（2014）提出，语言模仿要促学，不能只依靠简单机械的语言重复背诵，需在互动中模仿。易被学习者模仿的主要是语言结构，而伴随语言使用的的动态因素虽难模仿，但对学用语言不可或缺。

动词是句子的魂，在语言结构中表现力强。非谓语动词结构简单，表意灵活，使用起来方便。多个动词的连使用，使得动作描写显得更加紧凑。在平时教学中多关注这两结构的使用，提高复现率，增强感语言感知，进行仿写练习。

以表格中红色标注的短语为例谈非谓语1）Overwhelmed

by

shame,heroseinstantlyandrushedoutoftheclassroom.2）Momexplodedwithanger,barkingordersatmetogetoutoftheway.3）Reluctantly,heforcedasmiletothawtheembarrassingsituationwhere…多个动词连接性使用1）Seeingtearsonhisdaughter’sface,hegentlytappedherhead,squatteddownandembracedher.2）Thetoweringmannarrowedhiseyes,lookeddownattheboyasifhewereatinyant.

词汇输入策略三、在长期语篇输入的基础上，定期做分类整合,巩固记忆Bodyparts

Actionsheadhaireyebroweyenosethroatlipsteethchinshoulderarmspalmelbowspine..feetscratch/bow/raiseone’sheadcombone’shairraiseone’seyebrowstearsrolledoutofone’seyestweakone’snoseclearone’sthroatbiteone’slipsgrindone’steethrubone’schinshrugone’sshoulderfoldone’sarmsaround…cupone’sfaceinpalmselbowone’swayAcoldgoesdownone’sspine..struggletoone’sfeetConsolidationbyexerciseWiththestolenitems,Iheadedhomewithmyheart__________.Hemustbeanerd.I________myshoulderandwenton.“Ilookedlikeabarnyard,”shemumbled.Herchinbeganto_________.She_____herarmsaroundPapa’sneck.Thestateman_______histhroatandbegantoannouncethenewpolicy...教学案例1：

Whatscaredmemostwerehissharpteeth.（主语从句）1.Whatupsetmemostwasmyparents’disbelief.2.Whatimpressedmemostwashercharmingsmile.3.Whatirritatedmemostwashisirresponsibleattitude.4.Whatannoyedmemostwasanunexpectedvisitoratnight.

教学案列2：

Frominstinct

I

stood

up,

legstense,asifIwaswaitingforthestartinggunintrack.（状语从句）1.Frominstinct,hebouncedup,asifhewerehitbyelectriccurrency.2.Frominstinct,heswamcrazilytotheshore,asifhewerefleeingfromthehell.语法结构输入策略——仿写语法结构输入策略—仿写教学案例3What’s

the

point

of

buyingtheneweststylesifyouaregoingtoruinthemrightaway?What’sthepointofmakingtheconfessionletterifyouaregoingtobreaktherulesagain?What’sthepointofcomplainingaboutunfairnessifyouhavenevermadeefforts?What’sthepointofpursuingyourdreamifyouaregoingtogiveuphalfway?What’sthepointofdoinghomeworkifyouaregoingtofinishitinacasualway.教学案例4Shepawedaimlesslythroughthescatteredpilesofpapers,booksandtapeslitteringherfloor.Ipawedthroughtheluggage,tryingtofindtheletterhermotherlefttoher.Rushingintohisroom,shepaweddesperatelythroughthescattereditemsforTherlostmedal.Theteacherspavedthoroughlythroughthestudents’schoolsupplies,tryingtofindtheforbiddenitemshiddenbythem.语法结构的输入策略—改写与延伸教学案例1Iglancedback,almosttrippingovermyself.Iglancedbackaccidentally,almosttrippingovermyself.Iglancedbackinpanic,almosttrippingovermyself.Iglancedbackfrominstinct,almosttrippingovermyself.Tofigureoutwhatwashappeningbehind,Iglancedback,almosttrippingovermyself.Hearingthehushinthebushes,Iacceleratemypace,almosttrippingovermyself.教学案例2

Frominstinct,Istoodup,legstenseasifIwaswaitingforthestartinggunintrack.Frominstinct,Istoodup,legstense,butthesnakejuststaredatm