利用教材閱讀文本培養學生的英語寫作能力

王新艷

一、引言

《英語課程標準（普通高中）》指出，對學生的作文主要從內容要點、語言使用效果、結構和連貫性、格式和語域及目標讀者的交流五個方面進行評價。在現今學習任務重的壓力下，學生少有機會接觸社會生活，加上不善觀察、思考，難以獲得寫作題材，寫起作文來總覺得腦子空空，無從下筆，無話可寫，可謂“巧婦難為無米之炊”。如何才能解決這些問題，攻克英語作文教學這個難關？筆者認為，把作文教學與課文閱讀文本教學結合起來，通過閱讀教學指導作文寫作，將讀和寫結合起來，讀是寫的基礎，閱讀為寫作鋪路，這樣不僅會提高學生的寫作能力，更會帶來閱讀、寫作教學的雙豐收。

二、課例呈現與評析

（一）基于課文閱讀文本的遷移拓展

筆者在進行模塊十第二單元“People on the Move”（江蘇牛津版）的閱讀教學時，首先要求學生結合課文閱讀內容進行以下問題的討論：

Which city will you choose to stay when you graduate from the university， the big cities or the countryside？ Why or why not？

1. Moving to live in big cities.

Reasons：for work， for study， family moves...

Advantages：lots of entertainment， better quality of life...

Disadvantages：pollution， too crowded， traffic problems， crime...

2. Moving to live in the countryside.

Reasons：：old age， start a family...

Advantages：a slower pace of living，safer than a big city， closer community...

Disadvantages：lack of job opportunities， lack of entertainment...

接著要求學生根據討論的內容寫一篇議論文體的作文：

According to the discussion just now and the Chart below， please write a passage about “Living in the City”. Your own opinion should be included.

Recently，our class have had a heated discussion about whether should we live in the city. The opinions are divided

范文：Recently，our class have had a heated discussion about whether should we live in the city. The opinions are divided.

Some of my classmates are in favor of living in the city. Firstly， there are more career opportunities in big cities which they think are very important to their future development. Because big companies have their headquarters located in big cities. Secondly， they think living in a big city is very comfortable. For one thing， it is convenient to take a bus or a taxi. On top of these， cities have parks， restaurants and other entertainment places where they can seek excitement. But small towns have none of these.

However， some other students hold a different opinion. They think the expenses of living are high in big cities. Furthermore， big cities are very crowded with too many people. The air is polluted which contributes to the poor living environment.

As far as Im concerned， every coin has two sides. But no matter where we live， we should work hard， protect our natural environment and save energy. Lets fill the world with love.

討論豐富了學生的語言、詞匯、寫作素材，激發了學生的寫作欲望，幫助學生領會和掌握了議論文體的基本寫作規律。

在進行了模塊十第四單元“Fight against Cybercrime”（江蘇牛津版）的閱讀教學后，筆者把課文閱讀理解和話題寫作結合起來。設計了如下話題：

隨著科技的發展，網絡犯罪成了世界性的問題，給全世界造成了越來越大的危害。

現狀：個人用戶：病毒損壞電腦，信息丟失，被騙錢；

大公司和政府部門：安全系統遭到入侵，數據被盜，重要秘密泄露；

原因：1.個人缺乏安全意識，容易輕信網絡的話；

2.政府還未立法，法律有漏洞；

3.國際上沒有立法標準，難以追蹤跨國犯罪分子。

建議：1.……2.……

參考范文：

With the development of science and technology， cybercrime has become a worldwide problem， which has been doing a greater and greater harm to the whole world.

Cybercrime has affected all the Internet users. Many individuals find their computers broken and information gone because of the speed of computer viruses. Some users are cheated of much money on the Internet. Big companies and government departments have had their security systems broken into. As a result， important datum and secrets have been stolen and leaked. This has made all the Internet users suffer a heavy loss.

There are three factors accounting for the terrible crime. Firstly， individual users are commonly lacking in security awareness. They are easily convinced of false information online. Secondly， many governments havent yet passed laws against cybercrime and there are many holes in their legal systems. Finally， international standards havent been set， so it is hard to catch criminals across borders.

In my opinion， in a bid to secure our online security， we should put strict laws in place to fight against cybercrime. In addition， we must strengthen international cooperation so that we can keep up with the advances in technology used by the criminals.

這樣的設計能有效幫助學生復習課文話題詞匯，從閱讀中汲取素材、語言，歷練思想，陶冶情操，提升境界，真正把閱讀和寫作當成交流與表達的方式及媒介，成為教學中不可或缺的一部分。

（二）基于課本閱讀文本的再創作

課文中的句子就是規范的地道的英文，借助課文中的詞匯、句型要求學生改寫或縮寫課文是練習寫作的極好機會。筆者在進行了模塊九第四單元“Biblical Idioms”（江蘇牛津版）的閱讀教學后，要求學生根據課文的中文提示寫一篇英語小短文：

習語是詞組，它的含義與其組成單詞的字面意思可能完全不同。除非你能識別習語運用，否則你很容易誤解所讀到的或聽到的內容。英語中存在大量習語，其中相當一部分來源于《圣經》，被稱為圣經習語。起初它們有直接明了的意義強調故事的寓意，但現在許多習語與其原意只有隱晦或松散的聯系。盡管如此，我們仍然會對許多圣經習語感到樂在其中，如“泥腳”，“宰一頭肥牛”，“看見墻上的字”，“種瓜得瓜，種豆得豆”，“掌上明珠”。

習語是語言的重要組成部分，掌握它們能幫助我們改善或加強自身的語言技能，將交際技能提升到較高水平。更重要的是，我們能透徹了解英語國家，因為習語是歷史和文化的載體。

范文：An idiom is a group of words whose meaning can be completely different from its components. Unless you can recognize an idiom， you can easily misunderstand what you read or hear spoken. Many English idioms being used now have their origins in the Bible， so they are referred to as Biblical idioms. They originally had straightforward meanings to underline the moral of a story. But now many have only a vague or loose connection to the idioms in the original. Still， we enjoy many such ones， like “feet of clay”， “kill the fatted calf” ， “see the handwriting on the wall”，“you reap what you sow” and “the apple of somebodys eyes” .

Idioms are now an important part of the English language. A good knowledge of them can help us polish up or sharpen our language skills and develop a high level of competence in communication skills. Above all， we can have a through understanding of English-speaking counties because idioms are carriers of history and culture.

三、反思與總結

（一）充分開發課文閱讀文本的寫作資源，可以彌補學生生活閱歷淺、積累不足的缺陷，能為學生的寫作鋪路搭橋。同時，學生通過多讀多悟多寫，不僅可以得到一種精神享受和樂趣，而且可以大大提高寫作水平，當寫作不再成為一種沉重的負擔，而成為一種興趣愛好時，作文“難”就會離我們遠去。

（二）每篇文章都有題目、結構、材料、語言等，寫作文就是各個部分的綜合訓練。在日常教學中，教師應制訂一整套系統的作文教學計劃，把作文教學分解開來，從易到難，逐步推進。

（三）教師在平時的教學中應充分意識到閱讀與寫作的關系是極其密切的。古人云：“操千曲而后曉聲，觀千劍而后識器。”沒有對大量文學作品內涵的把握及由閱讀獲取的情感體驗而形成的深沉積淀，是很難創作出內蘊豐富的優秀之作的。

（四）學生應多讀一些英語課外讀物，如《中學生英語》、《中學生英語讀寫》（高中版）、《英語周報》、《21世紀報》等。這些刊物上都有寫作導練、單元練習、期中期末檢測題的書面表達范文等。這些作文比較適合中學生的實際水平，不僅可以幫助學生鞏固和活用所學課本知識，還可以為提高寫作能力打下更堅實的基礎。學生不妨把它們抄下來背熟，這樣持之以恒地堅持下去，對寫作會有很大幫助。