劉家玲

【摘 要】本文探討了高三學(xué)生寫作時(shí)在遣詞、組句和文章結(jié)構(gòu)三個(gè)方面存在的問題, 介紹了以教材為立足點(diǎn),將課文復(fù)習(xí)與基礎(chǔ)寫作訓(xùn)練相結(jié)合的教學(xué)方法,旨在提高學(xué)生的英語(yǔ)寫作能力。

【關(guān)鍵詞】高三 復(fù)習(xí) 基礎(chǔ)寫作 組句 謀篇布局

一、問題提出

2007年廣東省高考英語(yǔ)試卷結(jié)構(gòu)已做出重大改革,其中作文題由原來的一篇變成了2篇,分別為基礎(chǔ)寫作和任務(wù)寫作,分?jǐn)?shù)由原來的25分增加為40分。而基礎(chǔ)寫作是任務(wù)寫作的基石,基礎(chǔ)寫作中語(yǔ)言表達(dá)的優(yōu)劣會(huì)直接影響到40分作文得分。然而,在高三復(fù)習(xí)階段,由于時(shí)間緊、復(fù)習(xí)內(nèi)容多,如何使基礎(chǔ)寫作訓(xùn)練更具時(shí)效就顯得尤為重要。

二、問題分析

在教學(xué)實(shí)踐中我們發(fā)現(xiàn),學(xué)生在寫作時(shí)常常詞不達(dá)義,邏輯混亂,甚至出現(xiàn)嚴(yán)重的語(yǔ)言錯(cuò)誤。一方面,學(xué)生詞匯貧乏、用詞單調(diào),這是大多數(shù)高三學(xué)生作文的突出弱點(diǎn),其詞匯量與詞匯應(yīng)用能力往往不成正比。另一方面,學(xué)生用漢語(yǔ)思維方式造句、句式雷同、謀篇布局與銜接能力弱也是問題所在。而高考基礎(chǔ)寫作要求:句子結(jié)構(gòu)準(zhǔn)確,內(nèi)容完整、連貫,用5個(gè)句子表達(dá)全部信息內(nèi)容。這就要求教師在高三復(fù)習(xí)階段的英語(yǔ)寫作教學(xué)中,把幫助學(xué)生掌握語(yǔ)言素材的訓(xùn)練與英語(yǔ)寫作技能的培養(yǎng)有機(jī)地結(jié)合起來,有效地促進(jìn)學(xué)生寫作能力的全面發(fā)展。

三、基礎(chǔ)寫作訓(xùn)練的方法

1.利用課文的詞、句復(fù)習(xí),訓(xùn)練學(xué)生的組句能力。從詞和句入手,將每個(gè)單元課文的詞和句與基礎(chǔ)寫作結(jié)合起來,是培養(yǎng)和提高學(xué)生的英語(yǔ)能力的有效途徑。這不僅能幫助提高學(xué)生記憶和靈活應(yīng)用詞匯的能力,而且還有助于訓(xùn)練學(xué)生語(yǔ)句表達(dá)的正確性。

(1)歸納詞匯和句型,幫助學(xué)生建立對(duì)詞、句使用的感性認(rèn)識(shí)。寫作是一種語(yǔ)言的輸出形式,只有大量的語(yǔ)言輸入,語(yǔ)言輸出才有可能;只有積累了一定的感受和大量的語(yǔ)言素材,寫作才有可能進(jìn)行。為了幫助學(xué)生記憶課文中的單詞和短語(yǔ),達(dá)到積累語(yǔ)言素材,掌握基本語(yǔ)法知識(shí)與語(yǔ)句結(jié)構(gòu)的目的,教師可以從訓(xùn)練學(xué)生歸納每個(gè)單元課文中出現(xiàn)的重要詞匯、短語(yǔ)和常用句型入手,使學(xué)生對(duì)句型結(jié)構(gòu)的認(rèn)識(shí)更加清楚,并對(duì)詞、句的使用語(yǔ)境形成感性的認(rèn)識(shí)。

下面是筆者引導(dǎo)學(xué)生復(fù)習(xí)人民教育出版社的《英語(yǔ)》必修 Book 4 Unit 3 A 的閱讀課文 Nonverbal Humor 歸納的部分詞匯和句型:①Do you find it funny to see someone sliding on a banana skin,bumping into someone else round a corner,or falling down a hole in the road?(句型:find it+adj.to do sth.結(jié)構(gòu);詞匯:slide ,skin,bump into ,round a corner)②Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.(句型:because引導(dǎo)的狀語(yǔ)從句;詞匯:content with,worse off)③The film is set in California in the middle of the nineteenth century when gold was discovered and thousands of people rushed in search of it.(句型:when 引導(dǎo)的狀語(yǔ)從句;詞匯:be set in ,rush ,in search of )④Instead they are caught on the edge of a mountain in a snowstorm in a small wooden house,where they have nothing to eat.(句型:where引導(dǎo)的定語(yǔ)從句;詞匯:be caught in ,on the edge of)

(2)操練詞匯和句型,訓(xùn)練學(xué)生的記憶和使用詞、句的能力。為了使學(xué)生掌握和應(yīng)用課文中所學(xué)詞匯和句型,教師應(yīng)為學(xué)生創(chuàng)設(shè)多層次的練習(xí)活動(dòng),拓寬寫作的訓(xùn)練途徑。教師可采用將學(xué)生從課文中歸納的詞匯、句型進(jìn)行詞類轉(zhuǎn)換、習(xí)慣用法、句型轉(zhuǎn)換、完型填空、寫短文等形式的訓(xùn)練,幫助提高學(xué)生的記憶和使用詞、句的能力。

具體操作如下:讓學(xué)生將歸納的詞、句串成小短文→選一篇學(xué)生范文→設(shè)計(jì)成完型填空題。例如:

Do you find __1__ funny to see someone sliding on a banana skin,bumpinginto someone else round a corner,or falling down a hole in the road? If you do, you are not alone. Some humors can be cruel but some people seem to enjoy seeing other peoples bad luck at times. Perhaps it makes us feel more __2__ with our life because we feel there is someone else __3__ than ourselves. However,some actors can astonish us with the deep feelings they can inspire in us for a character. Charlie Chaplin, the most famous actor during the period of silent films,was such an actor. He was able to make terrible situations funny and at the same time show the humanity and kindness that can be found in the most difficult circumstances. __4__ the Gold Rush for example. The film is __5__ California in the middle of the nineteenth century. Charlie Chaplin and his friends wash sand from the river in a pan of water and expect to find gold but they have been not lucky enough to find any. __6__they are __7__a snowstorm in a small wooden house, __8__they have nothing to eat. They are so hungry __9__they have to boil a pair of leather shoes. Chaplin seems to eat every __10__ with great enjoyment and makes as if it were one of the best meals he has ever had.

(參考答案:1.it 2.content 3.worse off 4.Take 5.set in6.Instead 7. caught in 8.where 9.that 10.mouthful)

2.借鑒課文詞、句進(jìn)行仿寫。通過提供情景讓學(xué)生模仿造句,不僅可以降低寫作難度,而且可以增加學(xué)生寫作的興趣、自信和成就感,使學(xué)生的遣詞造句的能力在實(shí)踐中得到提升。

例如,人教版《英語(yǔ)》必修Book 7 Unit 1

的課文 中的第4段就是很好的仿寫素材。筆者是這樣借鑒單元課文中的高級(jí)詞匯、復(fù)雜句型,讓學(xué)生按給出的情景套用造句的。以下為該段內(nèi)容:

It was when Asimov was eleven years old that his talent for writing become obvious. He had told a friend two chapters of a story he had written. The friend thought he was retelling a story from a book. This really astonished Asimov and from that moment, he started to take himself seriously as a writer.(句型:It was……when……that…….強(qiáng)調(diào)句形;詞匯:have a talent for, astonish, take……seriously)

[情景1]

T: As we know,Yao Ming is a famous basketball. How will you describe him by using the phrase“have a talent for”?

S1: Yao Ming had a talent for playing basketball when he was a little boy.

S2: Yao Ming ,who has a talent for playing basketball, is now working in America.

筆者再嘗試用句型It was……when……that 做仿句練習(xí)。

[情景2]

T: Mary failed in the test. At that time,she realized her mistakes.

S1: It was when Mary failed in the test that she realized she should have taken the test seriously.

S2: It was when Mary failed that she realized her mistakes.

3.借鑒課文句型,訓(xùn)練寫作多種表達(dá)與技巧,拓展學(xué)生思維。教師在教學(xué)實(shí)踐中會(huì)發(fā)現(xiàn),學(xué)生在基礎(chǔ)寫作中往往出現(xiàn)句式雷同、語(yǔ)句呆板、行文單一等現(xiàn)象,缺乏用5個(gè)句子有效表達(dá)和傳輸信息的能力。因此,教師就有必要繼續(xù)進(jìn)一步加強(qiáng)句子多樣化表達(dá)、句子轉(zhuǎn)換替代、句子合并等訓(xùn)練,教會(huì)學(xué)生使用不同的短語(yǔ)、句型結(jié)構(gòu)表達(dá)同一的意義;同時(shí),還讓學(xué)生明白寫作的邏輯原則:一個(gè)句子表達(dá)的信息量越多,而且使用的句子越精練、清楚,那么句意表達(dá)和傳輸信息就越有效。

下面以人教版《英語(yǔ)》必修 Book 7Unit 5

的閱讀課文

為例,筆者是這樣利用課文, 從訓(xùn)練學(xué)生句型轉(zhuǎn)換入手,對(duì)學(xué)生進(jìn)行多種表達(dá)的訓(xùn)練。例如:

Xie Lei,who is 21 years old,has come to our university to complete a business qualification.(非限定性定語(yǔ)從句)

→Xie Lei is a 21-year-old girl and she has come to our university to complete a business qualification.(并列句)

→Xie Lei,a 21-year-old girl,has come to our university to complete a business qualification.(同位語(yǔ))

然后對(duì)學(xué)生進(jìn)行一句多說、多句佳說的訓(xùn)練,達(dá)到拓展學(xué)生思維,提高寫作檔次的目的。例如:

(1)He thinks well of the boy who is dressed in blue(jacket)

He speaks highly of the boy dressed in a blue jacket.

(2)Surprisingly,she shows great interest in taking some pictures with famous actors dressed up in fashion.

It is surprising that she becomes interested in taking some pictures with well-known actors dressing up in a fashionable way.

(3)You must hand in your exercises immediately when you have finished them.

Your exercises must be handed in immediately when finished.

(4)You will have to correct your composition if the teacher gives them out.

Your compositions will have to be corrected by your self if given out.

4.利用課文體裁,訓(xùn)練學(xué)生謀篇布局的能力。教師會(huì)發(fā)現(xiàn)高三學(xué)生在寫作中存在的另一個(gè)問題是層次不清、結(jié)構(gòu)散亂以及邏輯性不強(qiáng),這是因?yàn)閷W(xué)生缺乏謀篇布局的能力。針對(duì)這方面問題,教師可以在教學(xué)中利用課文的體裁進(jìn)行文章結(jié)構(gòu)方面的訓(xùn)練以及進(jìn)行句子、段落間的連接訓(xùn)練。

下面以人教版《英語(yǔ)》必修 Book 3 Unit 5

閱讀課文為例。該文是一篇游記,整篇文章是按旅游的行程展開的:Fly from China to Vancouver→Travel across Canada by train from west to east→Pass through the Rocky mountains→Enjoy the wild scenery in Rocky Mountains→See mountain goats and a grizzly bear→Cross the empty centre of Canada→Rush across the Great Lakes, through the great forests and southward towards Toronto.

在學(xué)習(xí)課文后,組織學(xué)生進(jìn)行仿寫練習(xí),具體步驟如下:根據(jù)課文的旅游行程造句→向?qū)W生提供短語(yǔ)和語(yǔ)句連接成分,如first,then/next等引導(dǎo)學(xué)生用5個(gè)句子寫成小短文。

Daisy and her cousin went on a trip to Canada in September. First,they flew from China to Vancouver,and then travelled across Canada by train,“the True North”,from west to east. When passing through the Rocky mountains on the train, they saw wild scenery,a grizzly bear and some mountain goats. After crossing the empty centre of Canada,a wheat-growing area,the train rushed across the Great Lakes,through the forests and southward towards Toronto.

接著,教師可以向?qū)W生展示如下旅游宣傳單,布置寫作任務(wù),要求學(xué)生根據(jù)上面提煉的課文結(jié)構(gòu)進(jìn)行仿寫。

Explore Peru

Day 1: Leave Lima,the capital of Peru,in the early morning;Fly to Machu Picchu; Visit the ruins of this ancient Inca city.

Day 2: Go to see the sunrise over the Andes in the early morning.

Day 3: Take a train to Puno;Travel by boat across Lake Titicaca.

Day 4: Return to Lima.

美國(guó)作家德爾文·G·舒伯特指出,教科書所編寫的閱讀文章是寫作素材的集散地,是語(yǔ)言現(xiàn)象的展示廳,是語(yǔ)法規(guī)則的剖析室,是文章體裁的示范本。因此,筆者在教學(xué)中采取了將基礎(chǔ)寫作與課文復(fù)習(xí)相結(jié)合的方法,使學(xué)生的寫作水平得到了一定的提高。

參考文獻(xiàn):

[1]教育部.普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))[S].北京:人民教育出版社,2003.

[2]周偉芳.“逐步接近法”在高三英語(yǔ)寫作中的實(shí)踐[J].中小學(xué)英語(yǔ)教學(xué)與研究,2000, (5):11-12.