浅谈高三复习阶段英语基础写作训练的方法

刘家玲

【摘 要】本文探讨了高三学生写作时在遣词、组句和文章结构三个方面存在的问题, 介绍了以教材为立足点,将课文复习与基础写作训练相结合的教学方法,旨在提高学生的英语写作能力。

【关键词】高三 复习 基础写作 组句 谋篇布局

一、问题提出

2007年广东省高考英语试卷结构已做出重大改革,其中作文题由原来的一篇变成了2篇,分别为基础写作和任务写作,分数由原来的25分增加为40分。而基础写作是任务写作的基石,基础写作中语言表达的优劣会直接影响到40分作文得分。然而,在高三复习阶段,由于时间紧、复习内容多,如何使基础写作训练更具时效就显得尤为重要。

二、问题分析

在教学实践中我们发现,学生在写作时常常词不达义,逻辑混乱,甚至出现严重的语言错误。一方面,学生词汇贫乏、用词单调,这是大多数高三学生作文的突出弱点,其词汇量与词汇应用能力往往不成正比。另一方面,学生用汉语思维方式造句、句式雷同、谋篇布局与衔接能力弱也是问题所在。而高考基础写作要求:句子结构准确,内容完整、连贯,用5个句子表达全部信息内容。这就要求教师在高三复习阶段的英语写作教学中,把帮助学生掌握语言素材的训练与英语写作技能的培养有机地结合起来,有效地促进学生写作能力的全面发展。

三、基础写作训练的方法

1.利用课文的词、句复习,训练学生的组句能力。从词和句入手,将每个单元课文的词和句与基础写作结合起来,是培养和提高学生的英语能力的有效途径。这不仅能帮助提高学生记忆和灵活应用词汇的能力,而且还有助于训练学生语句表达的正确性。

(1)归纳词汇和句型,帮助学生建立对词、句使用的感性认识。写作是一种语言的输出形式,只有大量的语言输入,语言输出才有可能;只有积累了一定的感受和大量的语言素材,写作才有可能进行。为了帮助学生记忆课文中的单词和短语,达到积累语言素材,掌握基本语法知识与语句结构的目的,教师可以从训练学生归纳每个单元课文中出现的重要词汇、短语和常用句型入手,使学生对句型结构的认识更加清楚,并对词、句的使用语境形成感性的认识。

下面是笔者引导学生复习人民教育出版社的《英语》必修 Book 4 Unit 3 A 的阅读课文 Nonverbal Humor 归纳的部分词汇和句型: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.结构;词汇: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引导的状语从句;词汇: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 引导的状语从句;词汇: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引导的定语从句;词汇:be caught in ,on the edge of)

(2)操练词汇和句型,训练学生的记忆和使用词、句的能力。为了使学生掌握和应用课文中所学词汇和句型,教师应为学生创设多层次的练习活动,拓宽写作的训练途径。教师可采用将学生从课文中归纳的词汇、句型进行词类转换、习惯用法、句型转换、完型填空、写短文等形式的训练,帮助提高学生的记忆和使用词、句的能力。

具体操作如下:让学生将归纳的词、句串成小短文→选一篇学生范文→设计成完型填空题。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.

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

2.借鉴课文词、句进行仿写。通过提供情景让学生模仿造句,不仅可以降低写作难度,而且可以增加学生写作的兴趣、自信和成就感,使学生的遣词造句的能力在实践中得到提升。

例如,人教版《英语》必修Book 7 Unit 1

的课文 中的第4段就是很好的仿写素材。笔者是这样借鉴单元课文中的高级词汇、复杂句型,让学生按给出的情景套用造句的。以下为该段内容:

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…….强调句形;词汇: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.

笔者再尝试用句型It was……when……that 做仿句练习。

[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.借鉴课文句型,训练写作多种表达与技巧,拓展学生思维。教师在教学实践中会发现,学生在基础写作中往往出现句式雷同、语句呆板、行文单一等现象,缺乏用5个句子有效表达和传输信息的能力。因此,教师就有必要继续进一步加强句子多样化表达、句子转换替代、句子合并等训练,教会学生使用不同的短语、句型结构表达同一的意义;同时,还让学生明白写作的逻辑原则:一个句子表达的信息量越多,而且使用的句子越精练、清楚,那么句意表达和传输信息就越有效。

下面以人教版《英语》必修 Book 7Unit 5

的阅读课文

为例,笔者是这样利用课文, 从训练学生句型转换入手,对学生进行多种表达的训练。例如:

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

→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.(同位语)

然后对学生进行一句多说、多句佳说的训练,达到拓展学生思维,提高写作档次的目的。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.利用课文体裁,训练学生谋篇布局的能力。教师会发现高三学生在写作中存在的另一个问题是层次不清、结构散乱以及逻辑性不强,这是因为学生缺乏谋篇布局的能力。针对这方面问题,教师可以在教学中利用课文的体裁进行文章结构方面的训练以及进行句子、段落间的连接训练。

下面以人教版《英语》必修 Book 3 Unit 5

阅读课文为例。该文是一篇游记,整篇文章是按旅游的行程展开的: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.

在学习课文后,组织学生进行仿写练习,具体步骤如下:根据课文的旅游行程造句→向学生提供短语和语句连接成分,如first,then/next等引导学生用5个句子写成小短文。

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.

接着,教师可以向学生展示如下旅游宣传单,布置写作任务,要求学生根据上面提炼的课文结构进行仿写。

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.

美国作家德尔文·G·舒伯特指出,教科书所编写的阅读文章是写作素材的集散地,是语言现象的展示厅,是语法规则的剖析室,是文章体裁的示范本。因此,笔者在教学中采取了将基础写作与课文复习相结合的方法,使学生的写作水平得到了一定的提高。

参考文献:

[1]教育部.普通高中英语课程标准(实验)[S].北京:人民教育出版社,2003.

[2]周伟芳.“逐步接近法”在高三英语写作中的实践[J].中小学英语教学与研究,2000, (5):11-12.