高中英语读写整合的策略及案例——以高中英语选修八为例

李 锋

（厦门第六中学，福建 厦门 361000）

一、引言

在校本教研的过程中，阅读课常成为公开课课型的首选。不难看出高中英语阅读教学普遍采用整体教学法，读前、读中、读后活动完整，重视听说读写技能训练。但是不少教师对阅读文本研究还不够，生搬硬套整体教学模式，造成阅读课堂千篇一律。部分教师读后任务为写作，但是在读写之间找不到合适的切入点，写作部分显得很突兀。

读写技能整合是一种被广泛运用的综合性语言运用活动。有了阅读的输入和铺垫，写的任务变得更加简单与充实。同时有写作为目标，学生也会更专注于读。要实现从读到写的迁移，实现从输入到输出的迁移，内化是重要的中间环节。学生对语言知识与技能的内化，依托于丰富多样，有梯度的活动。［1］因此，教师需要仔细研读阅读文本，找准读和写的联系，从而进行有效的活动设计，最终实现语言输出。

二、读写整合基本教学模式、整合策略

温州大学外国语学院罗晓杰教授曾提出“三段七步读写整合教学模式”。“三段”是指“读”“说”“写”三个教学阶段，“七步”是指“话题导入”“读前预测”“快速阅读”“读后讨论”“写前训练”“初稿写作”“初稿评改”等七个教学步骤。［2］由于中学教学时间的限制，教师在教学过程中很难完成这七个步骤的。教师要想灵活地运用好读写整合教学模式，需要仔细研读阅读文本，并结合学情来进行相应的调整。

为了有效地整合阅读与写作，教师在教学设计时要做到以下两点：一方面读要有重点。教师要依据希望学生完成的写作任务进行逆向思维，优化阅读任务的设计。［3］另一方面活动设计时注意搭建脚手架，准确把握文本与写作的内在联系。读写整合可从以下几方面入手（见表1）：

表1

三、读写整合教学案例

下面笔者就简要阐述对人教版选修八教材中的部分阅读材料进行读写整合的策略及教学案例。

（一）好词佳句借鉴

Unit 1 Using Language的阅读文本是一篇旅游日记，详细记录了作者三天的旅程及感触。文章内容清晰，词句实用优美。因此笔者把语言的赏析作为重点，读后让学生操练词句，最终运用到写作中去。（见表2）读写结合部分教学步骤如下：

Step 3 Reading for words and expressions

Read the passage again and underline the words and sentences that are well used. Then put it in the word bank,and add more if possible.

表2

分析：阅读理解完，让学生朗读文本，欣赏语言，进一步感知词汇在语境中的运用，培养语感。同时归类整理好的词句，更有助于学生积累和运用语言。

Step 4 Making sentences

Choose five words or sentence patterns to make your own sentences.

分析：让学生选取部分词汇造句，既能够训练词汇运用的能力，又能激发学生创造性思维。

Step 5 Writing

Your American friend Mark is going to visit Xiamen.He is asking you for help. Make a three-day trip plan of Xiamen for him.

Requirement: Try to use the words and sentences we have learned in this lesson.

学生习作：Dear Mark,

I am really excited about the news that you are coming to Xiamen. I have planned a three-day route for you. Hopefully you will like it.

On your arriving, I suggest you go straight to Gulangyu Island by taxi and ferry, where you can appreciate spectacular views and explore its unique history and culture as well for the whole day. Find a hotel and feel the quietness of this small island. In the following morning,it is a good idea to climb up to Sunlight Rock, where you can admire the whole island from different angles. In the afternoon, visit Huandao Road, a fascinating road for driving. There is also a bicycle lane marked out for tourists to ride and explore the seashore area. On the last day, I highly recommend that you visit the Jimei School Village with its beautiful schools and museums of local culture.

It may be exhausting, but I promise it is enjoyable and worthwhile. I can’t wait to see you.

Yours truly,

Tom

分析：结合阅读话题来设置写作任务，并且鼓励学生运用文本中的好词佳句，学以致用。从学生习作来看，划线部分所使用的词汇和句型都是阅读文本中所涉及到的，且运用恰当，语言流畅，语言面貌有很大改观。如果教师在教学中坚持这样的读写任务，一定能够促进学生综合运用语言的能力。

（二）复述迁移

Unit 2 Reading的阅读文本从克隆的定义、作用、优势及存在的问题展开说明，文章篇章结构非清晰，话题词汇丰富，句式表达借鉴意义强。因此笔者确定以下教学重点：利用话题词汇，有条理地复述课文，并就克隆问题发表自己的看法，最后进行模仿写作。教学设计如下表（表3）。

表3

Step 6 Homework Writing: Nowadays cell phones are widely used in our daily life.Write a short passage about the advantages and disadvantages of cell phones and state your own opinion.灵活运用课堂所获取的知识技能，培养知识技能的迁移能力。

学生习作（Retelling and writing）：

Cloning is a way of making an exact copy of another animal or plant. It is of great use for producing commercial quantities of plants and medical research on animals.

On the one hand, many scientists were concerned about the progress of Dolly the sheep and tried to improve their research procedures. On the other hand, Dolly’s appearance caused great objections. Some worried that it might be abused by some evil leaders. Religious leaders also raised moral questions.

As for me, I think the research on cloning should be continued as it is promising in curing some deadly diseases. Cloning is only a kind of technology and we should not forbid it because the possibility that it might be abused.

分析：在阅读理解的基础上复述文本内容，对学生归纳概括能力要求较高。因此这节课在文本阅读时引导学生关注文章结构，尤其是关注段落主旨大意，这对学生复述起到很大的帮助。从学生写作内容来看，学生简要复述了克隆的定义、用途及对待克隆的态度，最后发表了自己的观点。如果学生能够在日常阅读中多做读书笔记，复述阅读文本内容，并进行评论，一定可以养成良好的阅读习惯以及提高写作能力。

（三）体裁改写

Unit 4 Reading是一篇话剧，故事有趣，对白精炼，口语化强。学完本单元，学生不仅要了解故事，了解话剧表演，更应该懂得话剧写作的特点。很多阅读文本都可以在体裁上进行转换，比如说把游记日记形式改为对话，或者把对话形式改为短文，这些做法都能够提高学生综合运用语言的能力。因此本堂课的重点是阅读后学生根据已知情节编故事，并改写成话剧。读写结合部分教学步骤如下：

Step 4 Discussion

What may happen next? Create a story in your group.

分析：文本阅读完，讨论故事情节的发展，激发学生的想象力。

Step 5 Characteristics of play（How to write a play?）

Character introduction; aside, words used to describe action, expression etc.

分析：观察文本，总结话剧写作的特点，为戏剧写作做铺垫。

Step 6 Play-writing

Change the story you have created into a play and make the conversation as interesting as possible.

学生习作片段：

Elizabeth Doolittle （E）：a poor flower girl who wants to be a shop assistant.

Shop assistant：a girl working in a jewelry store.

Eliza was wondering how she would be like to work as a shop assistant when she spotted a jewel store. She stepped into it cautiously.

S: （rudely） Sorry, Miss. I won’t buy any flowers.

E: （raises her head up） I am not selling flowers. I will just have a look.

S: （glances at Eliza’s dirty and smelly dress and covers her mouth）You like jewels?

E: （stares at the assistant）You are a fine attendant.I am going to be just like you.

S: Err？（confused）

E: I am going to be working here like you.

分析：从形式上看，习作涉及到了戏剧的人物介绍、旁白、动作描述、表情以及对话。从内容上看，学生根据第一幕中Eliza想要做shop assistant的梦想，设计了她走进一家珠宝店与一位shop assistant的交流对话，展现自己追求梦想的决心。写作后鼓励各小组进行表演，寓教于乐，在表演中学习使用语言。

（四）论证方法借鉴

Unit 2 Using Language 的阅读文本是关于发明家贝尔的介绍，写作部分要求写一封求职信。文本每段都有主题句，作者使用了充足的事例来论证观点，使得文章更具说服力。因此笔者确立了以下教学重点：了解贝尔的生平事迹及发明，并找出作者用了哪些事例来论证观点，最后完成一封申请信，要求讲明原因并且用事实来论证。读写结合部分教学步骤如下：

Step 5 Argumentation

Finding supporting evidence:

Example：Alexander is a good son because he tried his best to help her mother, who was deaf, hear and communicate.

1. Alexander is full of curiosity. He once sai______________ .

2. Alexander likes exploring around problems and has dynamic spirit. For example, he______________ .

分析：在文本理解的基础上，让学生寻找论据，学习作者怎么用事实作为论据来论证观点。

Step 6 Speaking

Recommend one student for captain of the school basketball team using supporting details. .

I recommend… because (qualities) he ______________ ..(Examples) ______________ .

分析：选取与学生生活相关的话题，激发学生兴趣。让学生模仿文本论证方法，用事实作为论据来论证观点。

Step 7 Writing

假如你是新华中学学生李华，得知某英语报招聘兼职记者，你有意应聘，请按以下要求给报社写一封自荐信。

1. 表示感兴趣。

2. 说明优势。（如英语水平、团队精神、相关经历等）

3. 请用具体事例说明自己的观点。

学生习作：

Dear Sir/ Madam,

I came across the news that you have a vacancy for a part-time reporter, which appeals greatly to me.

I am confident that I am equal to the job. Firstly,I have a good command of English. I have always been interested in English and I have been to America as an exchange student for 3 months, which enables me to communicate with native speakers freely and fluently.Secondly, I am curious in personality. When I meet with problems, I always ask how and why. I have ever participated in a one-month long research project on how to make the campus cleaner. I made lots of research to explore the causes and solutions, which leads to a satisfying result. Lastly, I am familiar with the job. Having worked as a school newspaper for one year, I believe I have got some relevant experience.

I would appreciate it if I could become a member of your team.

Yours sincerely,

Li Hua

分析：从习作来看，文章段落结构清晰，主体段落运用了主题句，并分为三点展开阐述，且每个观点都有具体事例来支撑，具有很强的逻辑性与说服力。划线部分句子为事实描述，而不是个人观点，体现出学生较强的逻辑思维。因此，鼓励学生阅读时关注论证方法，并在写作中用事实作为论据来论证观点，可以让写作更有条理与说服力。

四、结束语

读写整合方式很多，每篇阅读材料的处理都不尽相同，可以是词句模仿，也可以从篇章结构、写作手法、体裁改写等方面入手。教师需要仔细研读教学文本的内容与特点，联系学生实际，确定清晰的教学目标，找准读写结合的切入点。只有这样，阅读的活动才不会显得繁琐无序，学生写作也有章可循，最后达到提高语言综合运用能力的目的。

［1］ 罗之慧，陈丹.初中英语读写结合有效性的思考与实践［J］ .中小学外语教学（中学篇），2017（4）：8.

［2］罗晓杰.高中英语“三段七步读写整合教学模式”［J］.基础教育外语教学研究，2008（4）：24.

［3］ 李漫.提升高中英语读写课有效性的策略［J］ .中小学外语教学（中学篇），2017 （6）：9.