高中英语读写课中写作活动的设计与思考
2014-02-18刘美琳王海玲
刘美琳 王海玲
高中英语读写课中写作活动的设计与思考
刘美琳 王海玲
针对目前高中英语教学中存在的读写分离、学生语言输出受阻、读写课中写作活动设计不力等问题，本文联系教学实际，介绍了高中英语教学读写课中写作活动的设计方法：仿写、改写、续写、缩写、写心得、开放式写，并提出了自己的思考和对策。
高中英语；读写课；写作活动
一、引言
《普通高中英语课程标准（实验）》（以下简称《新课标》）指出，听、说、读、写这四项技能在语言学习和交际中相辅相成、相互促进（教育部，2003）。而长期以来，英语的阅读和写作是相对独立的，阅读课就是阅读文本，解读语言点；写作课则是单独的写作训练，主要是在高三阶段进行的高考作文模板式强化训练。这种读写分离的做法很容易使学生误以为学习课文就是一个解决生词和语法问题的解码过程，而写作仅是构建语法正确的文章的过程，从而忽略“读和写同为意义构建的过程”这一本质，导致学生语言输入的质量不高、语言输出受阻（潘爱梅，2013）。学生在写作前如果没有充足的与写作话题相关的语言输入，写作时往往就会出现词汇匮乏、结构松散、条理不清、语言表达不地道或无话可说等问题。《新课标》提高了对写作的要求，突出了对布局谋篇、遣词造句、情感表达的要求。但目前学生的写作能力不容乐观，存在审题不清、表达不畅、布局不合理等问题。Webb（1987）在谈到读写关系时指出，阅读从某种意义上说是写的“彩排”，阅读材料为写提供了“彩排”的道具。阅读技能的长足发展，会有效带动听、说、写技能的发展。因此，读写结合的教学理念逐步得到学界的认可，而一节读写课的成功与否，写作活动的设计是最关键的因素之一。下面笔者就联系教学实际谈谈读写课中写作活动的设计。
二、写作活动的设计方法
在常态教学中，写的设计多种多样，常见的有仿写、续写、缩写、改写、写心得体会或者开放式写作等。教师可以根据所读内容的特点，有针对性地布置写作任务，下面就是笔者在平时教学中的几个教学设计实例。
（一）仿写
仿写就是仿照文章的体裁、题材、格式甚至语言点等写一篇文章。例如，《牛津高中英语》模块二Unit 2 Reading: An adventure in Africa是介绍旅游计划的一封信，这在日常生活中很常见，学生也很感兴趣，教师在布置写作任务时可以让学生仿写。笔者在教学中给学生布置的写作任务是：假如你是李平，下面是你今年暑假的旅游计划，请仿照所学文章，给你的朋友魏华写一封信，介绍一下你的旅行计划。
因为这个写作任务和所学文本相似，表格设计也简单易懂，学生在熟读课文的基础上，写起来不是太难，但也存在两个方面的问题：一是学生根据表格连写句子，句式结构相似，显得呆板单一；二是将来进行时这个时态平时学生很少使用，所以容易出错。在教师的当堂点拨和小组合作互评后，大部分学生的习作都比较规范，表达基本准确。下面这篇习作就是在小组合作修改后推选出来的（原文未做修改）。
Dear Wei Hua
How are you? Sorry I haven't written for a long time. I've been busy arranging my holiday with my parents. Please let me tell you something about it. On July 12th, we will be exploring Jinan, the city of springs. We will visit Baotu Spring, see Daming Lake and then take a bus to the Yellow River, the mother river of the Chinese people.
From 13 to 14, we will be traveling to Tai'an and climbing Mount Tai. We will spend about 8 hours climbing to South Heaven Gate near the top of the mountain and watch the sunrise on the mountaintop early the next morning. If we have enough time, we will visit Dai Temple at the foot of the mountain and relax a little bit at a tea house.
Finally, on July 15th, we will be taking a bus to Qufu. It is a very famous place where Confucius was buried. We will return to Nanjing on July 17th.
So my schedule for next week is full and I can't manage a trip to Hainan with you. Thank you for your understanding.
Best regards.
Li Ping
（二）续写
续写，指从原文出发，遵循原文的思路，对于原文做延伸性写作。学生在续写前要做到熟读原文，将故事情节烂熟于心，准确把握人物性格，透彻理解全文主旨大意。如果原文以记事为主，续写部分应该是事件的自然延伸，做到中心事件不变，叙述人称不变，也就是依照原来的叙述角度，围绕中心事件来续写新的情节。如果原文以写人为主，续写部分的人物性格特征，必须与原文一致，即使人物性格有发展变化，也要合情合理。续写有利于培养学生的创造力和想象力。如《牛津高中英语》模块二 Unit 1 Reading: Boy missing, police puzzled这篇文章讲的是男孩Justin失踪后，人们有很多猜测，甚至有人认为是被外星人带走了，使得警察感到很困惑，最后故事没有交代结尾，只是说事情还在进一步调查中。
学生对这样的话题很感兴趣，教师可以让学生发挥想象，根据最后一段的提示进行续写。笔者布置的续写任务要求如下：Give an ending to the story. All endings are acceptable. The following questions can help you think: (1) All the people are concerned about Justin's disappearance. What do you think might have happened to him? (2) Was he in danger? If he were taken away by aliens, how do you think they would treat him?
写作任务布置后，学生对这个有挑战性的话题很感兴趣，讨论很热烈。他们充分发挥自己的想象，各显身手，给出了不同的故事结尾，表现了学生丰富的想象力和创造力。写完后小组内进行简短的交流，彼此分享自己的“令人惊讶的结尾”。下面是其中一个小组推荐的习作（原文未做修改）。
Detective Sam Peterson, who took charge of the case, said that they would not give up until they found out what had happened. He didn't believe what many people had said. He thought there was
no possibility that Justin was taken away by aliens. The next day, he himself went to visit the two boys who Justin played baseball with. But the two boys both said that Justin went home together with them. Peterson was surprised and determined to find out where Justin was. He then went to the baseball court where Justin and his two friends played. There he met a man of more than 60, who served as a doorman at the gate of the court. When asked about Justin, the old man smiled and said that the boy was having a sound sleep in his bed. “What on earth happened to Justin?”Peterson asked. The old man told him that Justin came back to the court at 11:50 the night before to look for his watch. He lost his watch after he played baseball. When the old man helped him find his watch, it was too late. To ensure the boy's safety, the old man asked the boy to stay with him.
（三）缩写
缩写是将内容较多、篇幅较长的文章按一定的要求写成较短的文章。缩写时应忠于原文，不改变原文的主题或中心思想及原文的梗概。例如《牛津高中英语》模块二Unit 2 Reading: An adventure in Africa也可以让学生进行缩写。具体操作如下：请根据所学内容，将课文缩写成一篇短文。要求：概括文中的要点，不得遗漏；语言连贯通顺，字数不得超过200。
这个写作任务其实是要求学生笔头简要复述课文。读写在同一节课完成是有困难的，因此，要让学生通过阅读文本，在脑海里形成一个很清楚的线路图，然后加上适当的连词去缩写文章。教师在阅读的环节要注重这方面的分析，可以给学生绘出一个线路图：London →Morocco→Kenya →Tanzania→China；再给出活动计划流程图：take a flight to Morocco→ ride camels through the Sahara Desert→ travel down the River Nile→ see wild animals in Kenya→ climb Mount Kilimanjaro in Tanzania → go to the Himalayas，搭好写作支架，降低写作难度。下面是一篇学生的习作（原文未做修改）。
I've been busy arranging my holiday with my brother. We're going to visit many exciting places and do lots of extraordinary things. Firstly, we'll be taking a flight to Morocco in Africa. We're going to ride camels through the Sahara Desert. It's the biggest desert in the world—about the size of the US. After the trip by camel, we're going to travel down the River Nile. It's quite dangerous, but very exciting! We have to wear a helmet and a life jacket for protection, just in case we fall into water. Secondly, we're going on a trip to see wild animals in Kenya. We'll live with the local people and eat whatever they eat, including cow's blood! We need to buy a large backpack in advance to carry my supplies of food and water. Thirdly, we'll be moving on to Tanzania, where we're going to climb Mount Kilimanjaro. Mountain climbing can be very tiring, and we will make sure that we get plenty of rest. Finally, we're going to Himalayas.
That is our travel plan. We're sure we will have a good time!
（四）改写
改写有很多种，可以改变文体、改变语体、改变人称、改变句式等。以《牛津高中英语》模块一Unit 2 Reading: Home alone为例，这是一个短剧，教师可以要求学生把它改写为一篇记叙文。学生要熟读课文，了解课文的故事梗概，掌握文中的一些句式结构和词块，才能写出忠实于原文的文章。具体写作要求如下：请以Home alone 为标题，将所学的戏剧改写为一篇记叙文。要求：不改变文章原意；不丢漏文中重要情节；字数在150左右。
这个写作任务要求学生要注意的是将文章的很多直接引语改为间接引语，还要注意人称、时态的转换，根据故事的发展顺序，不丢漏故事情节。通过课堂巡查发现，大多数学生可以很好地完成写作任务，但也有一小部分学生有时态混乱的现象。经过教师指导、小组合作修改后，均可达标。下面是一篇学生的习作（原文未做修改）。
One day Mom and Dad arrived back from vacation a day earlier than expected. They couldn't wait to see the boys. But when they opened the door they found that a soccer ball was flying through the room. Eric ran in after it, followed by a dog, walking very slowly. Looking around the room, the boys were embarrassed. The whole room was in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there was a garbage can around which were pieces of garbage and waste paper. Mom and Dad were very angry. They thought the boys could act like adults. They couldn't tolerate such behavior in their house. But the two boys thought they were still teenagers and their parents didn't understand them. What's worse, Mom and Dad even didn't give them a chance to explain. Conflict occurred between the parents and the teenagers. The boys thought their parents were too hard on them, while the parents thought the boys were too rude to them.
（五） 写心得体会
根据文章的特点，我们也可以采用写心得体会的方法，一般是有思想性、有教育意义的文章可以采用这种方法。如2013年江苏省高中英语教学观摩研讨会上有一个读写课的观摩，文章的题目是 What is life，这是一篇追忆性文章，介绍了主人公Rose 87岁上大学的励志故事。教师在教授此课时，可以采用写心得的形式。其中一位老师是这样布置写作任务的：
Write a speech based on the structure below. The opening sentence has already been given (100 words). Part One: A brief instruction of Rose and her story: Who? What kind of person? Part Two: What you have learnt from Rose? Part Three: Your understanding of life.
Dear everyone,
Today, I feel greatly honored to be invited here to share with you my memory of our friend Rose. ___________________
教师给出了具体的写作要求，文章分为三个部分：第一部分其实是对所读文本的概括，考查学生的总结概括能力；第二、三部分就是要求学生写心得感受。这样的写作任务既巩固了文本内容，又提升了思想内涵，恰到好处。由于内容紧贴学生实际，学生有话可说，所以写起来得心应手。下面是一篇学生的习作（原文未做修改）。
Dear everyone,
Today, I feel greatly honored to be invited here to share with you my memory of our friend Rose.Rose went to college when she was 87 years old. She was outgoing, friendly and optimistic. She loved to dress up and enjoyed the attention from other students. She said,“ We do not stop playing because we are old; we grow old because we stop playing.” After graduation she died peacefully in her sleep.
From the story, I learned a lot. Rose's determination inspired me. It's never too old to learn. Life is short. We should seize every opportunity to enrich our knowledge and enjoy our life.
（六）开放式写
这里所说的开放式写是指教师不给学生具体的内容要求，学生可以按照自己的意愿写, 题材、体裁不限，但要使用本课中学过的重要语言点，意思完整、语法正确。如在2013年江苏省高中英语教学观摩研讨会上，一位老师在教授《牛津高中英语》模块六Unit 1 Reading: Stand up for your health时就采用了这一形式。文本词汇涉及了tease，amuse, come up with, stand up for, whatever等，这位老师是这样布置写作任务的：Write a short passage using at least 3 key points we've learnt today.
这位老师布置的是一个开放性作文，要求很简单，只用到文章中所学的要点就可以了。学生都发挥了自己的想象，校园趣事、国家大事、明星八卦都有，最后的展示环节很精彩。但也存在不足，写作要求至少用3个语言点，很多学生满足于只用3个语言点就完成任务了，因此习作显得太简单，所叙述的事情不深刻。下面是一篇学生当时的习作（原文未做修改）。
There are a variety of language points in this passage and we have mainly learned 8 of them. The teacher has tried her best to come up with different teaching methods to help us learn these key points.
The reason why she shows us something amusing is that she wants us to gain happiness in learning. Happiness is important but she hopes that we will not amuse ourselves by teasing others. Think twice before we behave.
Finally, the teacher tells us that whatever happens in our life, laugh more and the world will laugh with us!
Let's stand up for our health!
三、思考与对策
在读写课中写作活动的设计与专题写作课不同，张伊娜（2013）提出，读写结合在教学程序上，阅读是出发点，写作是落脚点；学生在理解语篇的基础上开始写作活动，同时又在写的过程中强化读的效果。在教学环节上写归属于读后阶段，要遵循“先读后写，由输入到输出，从理解到表达”的基本路径。在写作主题与内容上，可以给学生适当的发挥空间，但是要基于文章中的词、短语和句子，避免写作活动成为无源之水、无本之木。根据该理论笔者认为写作活动设计应该遵循以下几点原则。
（一）要注意与文本的关联性
美国教育学家舒伯特（1986）指出，教科书中的阅读是写作素材的聚集地、语言现象的展示厅、语法规则的剖析室和文章体裁的示范本（转引自朱惠芳，2007）。我们要充分利用和挖掘文本素材，灵活采用各种写的形式，提高学生写的质量。但无论采取哪种写作形式，最为重要的是要与所读文本有关联性。这里的关联可以是话题的关联、语料的关联、结构的关联以及语法的关联，也可以是综合性的关联。教师从开始的导入、文本的解读到写作支架的搭建，整个过程都要为最后的写的输出做准备，都要与写密切相关，让学生在进入写的环节时水到渠成。这才是读写课的本真：以读助写，以写促读。
（二）要注意文本词块的回归性
写作活动的设计要回归文本词块。写作词汇的丰富程度离不开词块的积累（陈锦英，2014）。作为语法、语义和语境的集合体，词块可以直接被整体储存或提取。因此，教师在文本解读时要有意识地注意文本词块的输入，把词块作为输入的基础，这样可以提高学生学习的效率。用词块理论来指导写作，也可以帮助学生减轻压力，克服母语的负迁移，提高学生写作的地道性、准确性和逻辑性（李吉，2012）。在常态教学中运用文本中的语料进行写作也是最有效、最直接、最实用的方法。通过写作，学生既巩固了文本内容，又加深了对重点词汇的记忆和运用。
（三）要贴近学生的生活
写作活动的设计要贴近学生的生活实际，语言的学习离不开生活。我们在平常的教学中不难发现，学生总是对那些与他们的生活紧密相连、趣味性很强的知识感兴趣。可以说离开了具体的生活，语言教学就成了“空中楼阁”。因此教师在设计写作任务时，在考虑文本的同时，要选择学生感兴趣的、有新鲜感的、有创新性的、思想积极向上的话题，这样学生在输出时才能有话可说，表达顺畅，课堂进展也会很顺利。
（四）要注意支架搭建的有效性
支架式教学模式是基于构建主义理念的核心教学模式之一（李玉苑，2011），教师要依据学生的具体情况提供适时的帮助、指导和必要的信息渠道，随着学生的进步与发展，逐步减少帮助，发展其独立解决问题的能力。在读写课教学中，教师从一开始就要注意写作支架的搭建，在进入写作前，教师适时、巧妙地搭建支架会助学生“一臂之力”，促进写作顺利完成。教师的介入要注意有效性，适时、适度；主要解释内容的选择、结构的安排和语言的运用等。教师的指导切忌越俎代庖，不能以教师的讲解、指导代替学生的思维，要给学生自主思考的开放空间。一旦学
生进入写的状态，教师应立刻转入“幕后”。
（五）要注意反馈评价的及时性
写作纠错反馈是指对学习者包含语言错误的文章所给予的反馈（Ellis，2007）。有布置就该有反馈，反馈的过程也是师生交流的过程。在读写课上，写作结束后就及时反馈效果最好。反馈的方式可以有多种，根据时间的长短一般可以采取抽查展示、小组交流、两人一组交流等方式。在反馈后教师不能忘记了评价，评价的方式也很多，比如教师口头评价、笔头打分、学生小组评价、相互评价等。由于读写课任务重、容量大，如课上不能及时反馈，教师可以收集学生习作，批改后在下一节展示评价。
四、结语
写作学习具有发展学生的思维能力和表达能力的独特作用，同时也是衡量教学效果的标准之一（王笃勤，2002）。在读写结合的写作教学中，文本解读、相关语言知识学习是其主要目标，写作任务或活动是用来练习或检测阅读文本中目标语言知识以及内化并输出语言知识能力的重要手段。我们在要在充分解读文本的基础上，立足文本，提炼语言。精心设计写作任务，关注学生生活实际，有效搭建写作支架，及时有效地给予评价，做到输出与输入的完美结合。
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