高中英语写作教学的实践与反思
2014-10-20吴梅
吴梅
摘 要:英语写作是英语学习的四项基本技能之一,是英语教学中不可缺少的环节。然而,长期以来,写作一直是困扰师生的一大难题。在教学中,我们常常发现学生文章词语贫乏,语言素材有限,表达结构单一且缺少连贯性,篇章意识差等。本文拟通过整合阅读与写作教学,利用阅读文本中的话题、词汇、句型和篇章结构拓展写作教学,从而提高写作教学的有效性。
关键词:积累素材;整合读写;促进写作;英语写作
一、从学生习作看高中写作教学现状
1.学生写的现状
写作要求:对于中学生是否可以上网,谈谈自己的看法。
…We surf Internet at a proper time there are many advantages that we get from it. We can download some English materials to practice our English speaking and listening. However, if we spend too much time surfing Internet, our attention to study will be lost. And our eyesight will also be destroyed.
Its difficult to say whether surfing Internet is good or not. Generally, it depends very much on the situation of how long we spend on it.
在这篇习作中可以看出,学生在语法、词汇、句型等的正确使用方面存在很多问题,如从句的正确使用、固定短语的正确表达、汉语思维的英文写作(…, it depends very much on the situation of how long we spend on it.)。除此之外,学生并不懂得如何谋篇布局,在第二段开头,学生指出上网有很多好处,可在段落中只是列举了下载英语资料这一优势,缺乏说服力。在第三段学生又突然说很难断定上网是好是坏,显然与第二段矛盾,缺乏统一性,全文条理混乱。
2.教师教的现状
写作教学中,教师过多地注重写的结果,而不是写的过程。教师在批阅和点评过程中过分注重词法、句法错误,较少针对内容、语篇结构及写作技巧等方面做出分析和评价。
■
学生看了寥寥数语的评价,还是不知道如何充实内容、如何修改句子结构。因此评语便失去了意义。
二、关注以读促写,改变写作教学的现状
在阅读教学的过程中,要关注单词、词块、语法和句型的正确使用,帮助学生积累写作素材;关注特定体裁的文章可遵循的规律和可借鉴的语篇模式,帮助学生掌握运用不同体裁写作的语篇模式。
教师在教学活动中,引导学生分析、归纳并掌握不同体裁的语篇所具有的不同的语言特点和篇章结构,引领学生识别文体的构建格式,如记叙文的六要素——时间、地点、人物、原因、过程、结果,讨论文体的语域特征,如文章的主题、对象、作者的目的和观点、文章的组织方式等,找出文体中的关键词和句型并加以分类,最后模仿文本进行写作活动。
三、具体做法和案例分析
1.在阅读的过程积累丰富的语言素材
言知识目标、语言能力目标和情感目标这三方面设置具体的要求。如高一第一单元Occupations写作目标:(1)使用and,but,so,for,or/otherwise连接句子(把两个简单句连成一个并列句)。(2)借助连词,将所学的不同职业与描述职业特点的形容词词汇结合展开操练。例如:Being a teacher is a meaningful career, but the job is also very demanding.其它形容词有boring, tiring, uncertain, meaningful, quick-minded, intelligent …掌握指定的句型结构。如文中有这样的句型表达:In choosing a career you should first consider the type of work suiting your interest. Nothing is more pathetic than taking on a job in which you have no interest, for it will not only discourage your desire to succeed in life but also ruin your talents and eventually make you a bitter person. 学生在背诵此句后可将其变成自己的写作素材,并在此后的写作中进行知识的迁移。
如:谈谈你最喜欢的地方,并说明你喜欢的理由。学生习作(修改前):Everyone has a place hed most like to go to, so am I. My favorite place is the library.可以看出,开头过于简单,句子读起来较口语化。学生模仿原有句式进行修改:When it comes to my favorite place, nothing is more attractive than the library, for it not only provides me with a quiet environment but also offers me a rich spiritual food. 改写后的句子句式地道,让整篇文章开门见山,并为之后的篇章构建提供了中心句。
2.在阅读的过程积累丰富的内容素材
写作中另外一个不可或缺的重要元素是内容素材。它可以来自对生活的直接体验,但对于高中生来说,他们不可能完全通过直接体验获得与习作相关的学习和生活经历,更多地是通过有效阅读获取间接素材从而弥补直接素材的不足。在写作过程中,教师需要帮助学生在阅读基础上,通过足够信息量的输入激活学生相关背景知识。
案例:写作要求——请谈谈你对网购的观点和看法。
在高二上Unit 4 The rise of chain stores in China一课中,学生已经了解了连锁店的历史及其在中国迅速发展的原因和在人们日常生活中的重要性。之后,教师呈现了另一篇内容相似的文本 Supermarket , 并设计了信息转换表格,让学生通过阅读提取信息填在表格里,完成对文本内容的梳理。在激活相同内容素材的基础之上,要求学生独立完成习作。
Supermarket
With the swift development of economy and with the great improvement of peoples living standard, the number of supermarkets has greatly increased in recent years. …
Why have supermarkets grown so fast in number and influence? Firstly, it is very convenient to do shopping in the supermarket... Secondly, the market provides a wide range of goods to meet the needs of different shoppers. Food, drinks, clothes, household articles, books, electronic appliances as well as digital products are all within their arms reach. Thirdly, ..., shoppers can choose what they like in a clean, well-lit and relaxing environment.
However, every coin has two sides. ..., on one hand, shopping in a supermarket is a tiring job…. On the other hand, during rush hours, the shoppers have to wait in long line to pay for their purchase, which is time-consuming.
In short, supermarkets are certainly a new force changing peoples daily life.
学生习作:
When it comes to online shopping, quite a few people believe that its convenient①, they can buy what they want easily through the Internet in front of computers by clicking their mouse, thus it can save them a lot of time they spend searching the items in supermarket. What they should do is to wait until the order is delivered. Whats more, the online shop owners provide a wide range of products ②at lower prices to meet the needs of different customers. Who will resist the temptation of the reasonable prices? Last but not least, online shopping is fashionable③, most people especially young people like to follow the fashion. (①②③点都是围绕之前构建的内容图式展开的内容叙述,文章内容充实。)
三、感悟与思考
在高中写作教学中,开展主题式的以读促写,收集围绕人的发展、校园生活、文化、娱乐、环境保护等主题的阅读素材,通过主题阅读,帮助学生掌握和积累相关主题的语言素材和内容素材。学生进行“再创造”形成自己的语言训练,并逐步内化语言,降低了写作的难度, 树立了写作的信心。
在“读”的过程中,教师引导学生从整体理解阅读文本的结构,关注体裁。教师设计多种与体裁相关的写作任务,明确“什么样的结构适合什么样的主题表达。”例如:教师可设计缩写、改写、仿写、改写的写作活动,目的就在于让学生把握文体的核心内容及特征,借助文本的部分语言,帮助学生完成最基本的写作内容。
写作活动后,教师可指导学生采用自评﹑互评和师评相结合的评价方式,对部分学生的文章进行讨论或评价。评价的内容包括体裁是否适当,内容是否完整,单词拼写、时态、人称、句子结构、动词形式、词组搭配、标点等语法知识是否正确,过渡、衔接是否自然。教师在修改和学生评价表的基础上再提出评价意见并反馈给学生。
在读写教学中,语言的输出是通过输入完成的,文本的阅读是为写作服务的。所以教学的主要精力应放在为学生提供有效语言输入上(包括词汇、句法、篇章结构等)。如果没有扎实有效的语言输入,语言输出就成了无米之炊、无源之水。教师应多指导学生通过阅读积累词汇,熟悉英语的惯用表达,模仿优秀作文的组织方式,学习信息的传递方式,并且把从阅读中学到的语言知识迁移到写作实践中。
参考文献:
[1]杨成.将写作教学进行到底[J].中小学英语教学与研究,2008(11):35-38.
[2]傅瑞屏.评一节高中英语优质写作课[J].中小学英语教学与研究,2004(4):20-23.
2.在阅读的过程积累丰富的内容素材
写作中另外一个不可或缺的重要元素是内容素材。它可以来自对生活的直接体验,但对于高中生来说,他们不可能完全通过直接体验获得与习作相关的学习和生活经历,更多地是通过有效阅读获取间接素材从而弥补直接素材的不足。在写作过程中,教师需要帮助学生在阅读基础上,通过足够信息量的输入激活学生相关背景知识。
案例:写作要求——请谈谈你对网购的观点和看法。
在高二上Unit 4 The rise of chain stores in China一课中,学生已经了解了连锁店的历史及其在中国迅速发展的原因和在人们日常生活中的重要性。之后,教师呈现了另一篇内容相似的文本 Supermarket , 并设计了信息转换表格,让学生通过阅读提取信息填在表格里,完成对文本内容的梳理。在激活相同内容素材的基础之上,要求学生独立完成习作。
Supermarket
With the swift development of economy and with the great improvement of peoples living standard, the number of supermarkets has greatly increased in recent years. …
Why have supermarkets grown so fast in number and influence? Firstly, it is very convenient to do shopping in the supermarket... Secondly, the market provides a wide range of goods to meet the needs of different shoppers. Food, drinks, clothes, household articles, books, electronic appliances as well as digital products are all within their arms reach. Thirdly, ..., shoppers can choose what they like in a clean, well-lit and relaxing environment.
However, every coin has two sides. ..., on one hand, shopping in a supermarket is a tiring job…. On the other hand, during rush hours, the shoppers have to wait in long line to pay for their purchase, which is time-consuming.
In short, supermarkets are certainly a new force changing peoples daily life.
学生习作:
When it comes to online shopping, quite a few people believe that its convenient①, they can buy what they want easily through the Internet in front of computers by clicking their mouse, thus it can save them a lot of time they spend searching the items in supermarket. What they should do is to wait until the order is delivered. Whats more, the online shop owners provide a wide range of products ②at lower prices to meet the needs of different customers. Who will resist the temptation of the reasonable prices? Last but not least, online shopping is fashionable③, most people especially young people like to follow the fashion. (①②③点都是围绕之前构建的内容图式展开的内容叙述,文章内容充实。)
三、感悟与思考
在高中写作教学中,开展主题式的以读促写,收集围绕人的发展、校园生活、文化、娱乐、环境保护等主题的阅读素材,通过主题阅读,帮助学生掌握和积累相关主题的语言素材和内容素材。学生进行“再创造”形成自己的语言训练,并逐步内化语言,降低了写作的难度, 树立了写作的信心。
在“读”的过程中,教师引导学生从整体理解阅读文本的结构,关注体裁。教师设计多种与体裁相关的写作任务,明确“什么样的结构适合什么样的主题表达。”例如:教师可设计缩写、改写、仿写、改写的写作活动,目的就在于让学生把握文体的核心内容及特征,借助文本的部分语言,帮助学生完成最基本的写作内容。
写作活动后,教师可指导学生采用自评﹑互评和师评相结合的评价方式,对部分学生的文章进行讨论或评价。评价的内容包括体裁是否适当,内容是否完整,单词拼写、时态、人称、句子结构、动词形式、词组搭配、标点等语法知识是否正确,过渡、衔接是否自然。教师在修改和学生评价表的基础上再提出评价意见并反馈给学生。
在读写教学中,语言的输出是通过输入完成的,文本的阅读是为写作服务的。所以教学的主要精力应放在为学生提供有效语言输入上(包括词汇、句法、篇章结构等)。如果没有扎实有效的语言输入,语言输出就成了无米之炊、无源之水。教师应多指导学生通过阅读积累词汇,熟悉英语的惯用表达,模仿优秀作文的组织方式,学习信息的传递方式,并且把从阅读中学到的语言知识迁移到写作实践中。
参考文献:
[1]杨成.将写作教学进行到底[J].中小学英语教学与研究,2008(11):35-38.
[2]傅瑞屏.评一节高中英语优质写作课[J].中小学英语教学与研究,2004(4):20-23.
2.在阅读的过程积累丰富的内容素材
写作中另外一个不可或缺的重要元素是内容素材。它可以来自对生活的直接体验,但对于高中生来说,他们不可能完全通过直接体验获得与习作相关的学习和生活经历,更多地是通过有效阅读获取间接素材从而弥补直接素材的不足。在写作过程中,教师需要帮助学生在阅读基础上,通过足够信息量的输入激活学生相关背景知识。
案例:写作要求——请谈谈你对网购的观点和看法。
在高二上Unit 4 The rise of chain stores in China一课中,学生已经了解了连锁店的历史及其在中国迅速发展的原因和在人们日常生活中的重要性。之后,教师呈现了另一篇内容相似的文本 Supermarket , 并设计了信息转换表格,让学生通过阅读提取信息填在表格里,完成对文本内容的梳理。在激活相同内容素材的基础之上,要求学生独立完成习作。
Supermarket
With the swift development of economy and with the great improvement of peoples living standard, the number of supermarkets has greatly increased in recent years. …
Why have supermarkets grown so fast in number and influence? Firstly, it is very convenient to do shopping in the supermarket... Secondly, the market provides a wide range of goods to meet the needs of different shoppers. Food, drinks, clothes, household articles, books, electronic appliances as well as digital products are all within their arms reach. Thirdly, ..., shoppers can choose what they like in a clean, well-lit and relaxing environment.
However, every coin has two sides. ..., on one hand, shopping in a supermarket is a tiring job…. On the other hand, during rush hours, the shoppers have to wait in long line to pay for their purchase, which is time-consuming.
In short, supermarkets are certainly a new force changing peoples daily life.
学生习作:
When it comes to online shopping, quite a few people believe that its convenient①, they can buy what they want easily through the Internet in front of computers by clicking their mouse, thus it can save them a lot of time they spend searching the items in supermarket. What they should do is to wait until the order is delivered. Whats more, the online shop owners provide a wide range of products ②at lower prices to meet the needs of different customers. Who will resist the temptation of the reasonable prices? Last but not least, online shopping is fashionable③, most people especially young people like to follow the fashion. (①②③点都是围绕之前构建的内容图式展开的内容叙述,文章内容充实。)
三、感悟与思考
在高中写作教学中,开展主题式的以读促写,收集围绕人的发展、校园生活、文化、娱乐、环境保护等主题的阅读素材,通过主题阅读,帮助学生掌握和积累相关主题的语言素材和内容素材。学生进行“再创造”形成自己的语言训练,并逐步内化语言,降低了写作的难度, 树立了写作的信心。
在“读”的过程中,教师引导学生从整体理解阅读文本的结构,关注体裁。教师设计多种与体裁相关的写作任务,明确“什么样的结构适合什么样的主题表达。”例如:教师可设计缩写、改写、仿写、改写的写作活动,目的就在于让学生把握文体的核心内容及特征,借助文本的部分语言,帮助学生完成最基本的写作内容。
写作活动后,教师可指导学生采用自评﹑互评和师评相结合的评价方式,对部分学生的文章进行讨论或评价。评价的内容包括体裁是否适当,内容是否完整,单词拼写、时态、人称、句子结构、动词形式、词组搭配、标点等语法知识是否正确,过渡、衔接是否自然。教师在修改和学生评价表的基础上再提出评价意见并反馈给学生。
在读写教学中,语言的输出是通过输入完成的,文本的阅读是为写作服务的。所以教学的主要精力应放在为学生提供有效语言输入上(包括词汇、句法、篇章结构等)。如果没有扎实有效的语言输入,语言输出就成了无米之炊、无源之水。教师应多指导学生通过阅读积累词汇,熟悉英语的惯用表达,模仿优秀作文的组织方式,学习信息的传递方式,并且把从阅读中学到的语言知识迁移到写作实践中。
参考文献:
[1]杨成.将写作教学进行到底[J].中小学英语教学与研究,2008(11):35-38.
[2]傅瑞屏.评一节高中英语优质写作课[J].中小学英语教学与研究,2004(4):20-23.