新高考英語「大作文」——讀後續寫解題實踐解析

全國高考「新考改」近幾年陸續鋪開，英語學科考試也從使用了10多年的題型變革到新的題型，以全國一卷為例，高考考全國一卷的省份有9個，分別是河南、河北、山西、江西、湖北、湖南、廣東、安徽、福建，全國一卷分為文理科，考試科目有語文、數學、外語、文綜/理綜。 從2021年開始，這些省份開始進入新考改，英語I卷以山東卷為例，題型如下：

對於「第三部分寫作」，2015年出版的《普通高等學校招生請過統一考試英語科考試說明》（高考綜合改革實驗省份試用·第一版）提出的考查要求如下：

第三部分第二節寫作——讀後續寫。

試卷表述：「提供一段350詞以內的語言材料,要求考生依據該材料內容、所給段落開頭語和所標示關鍵詞進行續寫(150詞左右),將其發展成一篇與給定材料有邏輯銜接、情節和結構完整的短文。」閱卷時將主要考慮以下內容:

• (1)與所給短文及段落開頭語的銜接程度;
• (2)內容的豐富性和對所給關鍵詞語的覆蓋情況;
• (3)應用語法結構和詞彙的豐富性和準確性;
• (4)上下文的連貫性。

2020年山東卷英語「讀後續寫」示例

閱讀下面材料, 根據其內容和所給段落開頭語續寫兩段, 使之構成一篇完整的短文。

The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.

Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them.

One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much.

「I wish you could see him,」 she said to her own children, John, Harry, and Clara. 「He is such a help to his mother. He wants very much to earn some money, but I don&39;s idea, she thought it was a good one, too.

（2）With everything ready. Bernard started out on his new business.

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讀後續寫是有範圍的開放性作文,考查的是考生在特定情節下的語篇感悟能力和思維品質。只有符合給定故事情節的具有創新精神的續寫內容才可能博得讀者的好感，同時，語言能力會讓作文添彩且獲得高分。

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解題思路

一、定位&34;

• WHO: The Meredith family, Mrs. Meredith ane her children John, Harry, and Clara, Bernard’s family.
• WHERE: a small community.
• WHEN: a certain in the past.
• WAHT: John, Harry, and Clara had ideads to help Bernard to earn money.

二、定位文本核心

• John shared his idea to help Bernard to earn money by making popcorn from his uncle&39;s dignity simultaneously. Their solution can not only relieve Bernard’s trouble,but also ignites his kindness to other people in need.

四、定位詞法和句法

• 長短句的交替使用，「三短一長」符合閱讀習慣
• 語篇用詞風格同給定文本的有機契合
• 連接（過度）詞的合理使用
• 語句及行文邏輯的上下關聯
• 修辭的巧妙點綴
• 拒絕脫離文本的「天馬行空」和「饕餮盛宴」般的詞語堆砌

範文點評

（1）When Mrs. Meredith heard of John's idea, she thought it was a good one, too. Silently, she was waiting for his son to realize his marvelous dream, from which her other children would learn John’s heartily kindness. Harry and Clara, who would never want to fall behind, were struggling to find new ways to help Bernard and his family. To Mrs. Meredith’s satisfaction, her children’s speedy preparations greatly added to her sense of achievement.

（2）With everything ready. Bernard started out on his new business. Excitedly and hopefully, he visited his neighbors and friends to persuade them to join his campaign to help the poor as well as himself. Bernard together with Ms. Meredith’s children set off to raise money to buy paper bags and seek processing means for popcorn. Putting words saying For the needed, for the Society on the popcorn bags, their charity goods were immediately sold out. Money in hand, Bernard burst into tears and expressed his deep appreciation, promising to donate part of his portion to help other people in need.

(讀後續寫149個單詞，不含給定句子)

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一、靚詞擷英：

• 第一段：silently， marvelous dream, heartily kindness， to Mrs. Meredith’s satisfaction, speedy preparations, greatly, added to her sense of achievement
• 第二段：Excitedly and hopefully, to persuade， campaign， as well as， together with， raise money， money in hand, burst into tears

二、正能量的結局和高潮

• Harry and Clara, who would never want to fall behind, were struggling to find new ways to help Bernard and his family.
• Putting words saying For the needed, for the Society on the popcorn bags, their charity goods were immediately sold out. Money in hand, Bernard burst into tears and expressed his deep appreciation, promising to donate part of his portion to help other people in need.

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讀後續寫評分標準

評分原則

1．本題總分為25分，按五個檔次進行評分。

2．評分時，從以下四個方面考慮：

• 內容：內容的豐富性、故事發展的合理性，續寫的完整性及與原文語境的融合程度；
• 詞彙語法：使用語言的多樣性、準確性和恰當性；（語言為交際服務，不可一味使用所謂「高級」語言，要與原文語言特點保持一致。）
• 篇章結構：上下文的銜接（包括續寫段落之間的銜接）和全文的連貫性；

寫作規範：

• 詞數少於130的，扣2分；
• 拼寫和標點符號是寫作規範的一個方面，應視其對交際的影響程度予以考慮，
• 英、美拼寫及詞彙用法均可接受；
• 如書寫較差，以至影響交際，將分數降低一個檔次；

3．評分時，先根據作答的整體情況初步確定其所屬檔次，然後以該檔次的要求來綜合衡量，確定或調整檔次，最後給分。

各檔次的給分範圍和要求

第五檔（21-25分）完全達到了預期的寫作目的。

● 與所給短文融合度高，與所提供各段落開頭語銜接合理；

● 內容豐富，故事發展合理、邏輯性強，續寫完整，符合寫作目的與情境；

● 所使用語法結構和詞彙多樣、準確和恰當，可能有個別錯誤，但完全不影響意義表達；

● 有效地使用了語句間的連接手段，結構清晰，意義連貫。

第四檔（16-20分）達到了預期的寫作目的。

● 與所給短文融合度較高，與所提供各段落開頭語銜接較為合理；

● 內容比較豐富，故事發展比較合理、有邏輯性，續寫比較完整，比較符合寫作目的與情境；

● 所使用語法結構和詞彙較為豐富、準確，可能有些許錯誤，但完全不影響意義表達；

● 比較有效地使用了語句間的連接手段，結構比較清晰，意義比較連貫。

第三檔（11-15分）整體而言，基本達到了預期的寫作目的。

● 與所給短文關係較為密切，與所提供各段落開頭語有一定程度的銜接；

● 寫出了若干有關內容，故事發展有合理之處、有一定的邏輯性，續寫基本完整，基本符合寫作目的與情境；

● 應用的語法結構和詞彙能滿足任務的要求，雖有一些錯誤，但不影響意義的表達；

● 應用簡單的語句間的連接手段，結構基本清晰，意義基本連貫。

第二檔（6-10分）未能達到預期的寫作目的。

● 與所給短文有一定的關係，與所提供各段落開頭語有一定程度的銜接；

● 寫出了一些有關內容，故事發展不太合理、邏輯性差，不太符合寫作目的與情境；

● 語法結構單調、詞彙項目有限，錯誤較多，影響了意義的表達；

● 較少使用語句間的連接手段，全文結構不夠清晰，意義不夠連貫。

第一檔（1-5分）完全未達到預期的寫作目的。

● 與所給短文和開頭語的銜接較差；

● 產出無關內容太多，故事發展不合理、不合邏輯，續寫不完整，不符合寫作目的與情境；

● 語法結構單調、詞彙項目很有限，錯誤很多，嚴重影響了意義的表達；

● 缺乏語句間的連接手段，全文結構不清晰，意義不連貫。

0分

● 未能傳達給讀者任何信息：內容太少，無法評判；所寫內容均與所要求內容無關或所寫內容無法看清。