高中英語讀寫整合的策略及案例
——以高中英語選修八為例

李 鋒

（廈門第六中學，福建 廈門 361000）

一、引言

在校本教研的過程中，閱讀課常成為公開課課型的首選。不難看出高中英語閱讀教學普遍采用整體教學法，讀前、讀中、讀后活動完整，重視聽說讀寫技能訓練。但是不少教師對閱讀文本研究還不夠，生搬硬套整體教學模式，造成閱讀課堂千篇一律。部分教師讀后任務為寫作，但是在讀寫之間找不到合適的切入點，寫作部分顯得很突兀。

讀寫技能整合是一種被廣泛運用的綜合性語言運用活動。有了閱讀的輸入和鋪墊，寫的任務變得更加簡單與充實。同時有寫作為目標，學生也會更專注于讀。要實現從讀到寫的遷移，實現從輸入到輸出的遷移，內化是重要的中間環節。學生對語言知識與技能的內化，依托于豐富多樣，有梯度的活動。［1］因此，教師需要仔細研讀閱讀文本，找準讀和寫的聯系，從而進行有效的活動設計，最終實現語言輸出。

二、讀寫整合基本教學模式、整合策略

溫州大學外國語學院羅曉杰教授曾提出“三段七步讀寫整合教學模式”。“三段”是指“讀”“說”“寫”三個教學階段，“七步”是指“話題導入”“讀前預測”“快速閱讀”“讀后討論”“寫前訓練”“初稿寫作”“初稿評改”等七個教學步驟。［2］由于中學教學時間的限制，教師在教學過程中很難完成這七個步驟的。教師要想靈活地運用好讀寫整合教學模式，需要仔細研讀閱讀文本，并結合學情來進行相應的調整。

為了有效地整合閱讀與寫作，教師在教學設計時要做到以下兩點：一方面讀要有重點。教師要依據希望學生完成的寫作任務進行逆向思維，優化閱讀任務的設計。［3］另一方面活動設計時注意搭建腳手架，準確把握文本與寫作的內在聯系。讀寫整合可從以下幾方面入手（見表1）：

表1

三、讀寫整合教學案例

下面筆者就簡要闡述對人教版選修八教材中的部分閱讀材料進行讀寫整合的策略及教學案例。

（一）好詞佳句借鑒

Unit 1 Using Language的閱讀文本是一篇旅游日記，詳細記錄了作者三天的旅程及感觸。文章內容清晰，詞句實用優美。因此筆者把語言的賞析作為重點，讀后讓學生操練詞句，最終運用到寫作中去。（見表2）讀寫結合部分教學步驟如下：

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：閱讀理解完，讓學生朗讀文本，欣賞語言，進一步感知詞匯在語境中的運用，培養語感。同時歸類整理好的詞句，更有助于學生積累和運用語言。

Step 4 Making sentences

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

分析：讓學生選取部分詞匯造句，既能夠訓練詞匯運用的能力，又能激發學生創造性思維。

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.

學生習作：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：結合閱讀話題來設置寫作任務，并且鼓勵學生運用文本中的好詞佳句，學以致用。從學生習作來看，劃線部分所使用的詞匯和句型都是閱讀文本中所涉及到的，且運用恰當，語言流暢，語言面貌有很大改觀。如果教師在教學中堅持這樣的讀寫任務，一定能夠促進學生綜合運用語言的能力。

（二）復述遷移

Unit 2 Reading的閱讀文本從克隆的定義、作用、優勢及存在的問題展開說明，文章篇章結構非清晰，話題詞匯豐富，句式表達借鑒意義強。因此筆者確定以下教學重點：利用話題詞匯，有條理地復述課文，并就克隆問題發表自己的看法，最后進行模仿寫作。教學設計如下表（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.靈活運用課堂所獲取的知識技能，培養知識技能的遷移能力。

學生習作（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：在閱讀理解的基礎上復述文本內容，對學生歸納概括能力要求較高。因此這節課在文本閱讀時引導學生關注文章結構，尤其是關注段落主旨大意，這對學生復述起到很大的幫助。從學生寫作內容來看，學生簡要復述了克隆的定義、用途及對待克隆的態度，最后發表了自己的觀點。如果學生能夠在日常閱讀中多做讀書筆記，復述閱讀文本內容，并進行評論，一定可以養成良好的閱讀習慣以及提高寫作能力。

（三）體裁改寫

Unit 4 Reading是一篇話劇，故事有趣，對白精煉，口語化強。學完本單元，學生不僅要了解故事，了解話劇表演，更應該懂得話劇寫作的特點。很多閱讀文本都可以在體裁上進行轉換，比如說把游記日記形式改為對話，或者把對話形式改為短文，這些做法都能夠提高學生綜合運用語言的能力。因此本堂課的重點是閱讀后學生根據已知情節編故事，并改寫成話劇。讀寫結合部分教學步驟如下：

Step 4 Discussion

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

分析：文本閱讀完，討論故事情節的發展，激發學生的想象力。

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

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

分析：觀察文本，總結話劇寫作的特點，為戲劇寫作做鋪墊。

Step 6 Play-writing

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

學生習作片段：

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：從形式上看，習作涉及到了戲劇的人物介紹、旁白、動作描述、表情以及對話。從內容上看，學生根據第一幕中Eliza想要做shop assistant的夢想，設計了她走進一家珠寶店與一位shop assistant的交流對話，展現自己追求夢想的決心。寫作后鼓勵各小組進行表演，寓教于樂，在表演中學習使用語言。

（四）論證方法借鑒

Unit 2 Using Language 的閱讀文本是關于發明家貝爾的介紹，寫作部分要求寫一封求職信。文本每段都有主題句，作者使用了充足的事例來論證觀點，使得文章更具說服力。因此筆者確立了以下教學重點：了解貝爾的生平事跡及發明，并找出作者用了哪些事例來論證觀點，最后完成一封申請信，要求講明原因并且用事實來論證。讀寫結合部分教學步驟如下：

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：在文本理解的基礎上，讓學生尋找論據，學習作者怎么用事實作為論據來論證觀點。

Step 6 Speaking

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

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

分析：選取與學生生活相關的話題，激發學生興趣。讓學生模仿文本論證方法，用事實作為論據來論證觀點。

Step 7 Writing

假如你是新華中學學生李華，得知某英語報招聘兼職記者，你有意應聘，請按以下要求給報社寫一封自薦信。

1. 表示感興趣。

2. 說明優勢。（如英語水平、團隊精神、相關經歷等）

3. 請用具體事例說明自己的觀點。

學生習作：

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：從習作來看，文章段落結構清晰，主體段落運用了主題句，并分為三點展開闡述，且每個觀點都有具體事例來支撐，具有很強的邏輯性與說服力。劃線部分句子為事實描述，而不是個人觀點，體現出學生較強的邏輯思維。因此，鼓勵學生閱讀時關注論證方法，并在寫作中用事實作為論據來論證觀點，可以讓寫作更有條理與說服力。

四、結束語

讀寫整合方式很多，每篇閱讀材料的處理都不盡相同，可以是詞句模仿，也可以從篇章結構、寫作手法、體裁改寫等方面入手。教師需要仔細研讀教學文本的內容與特點，聯系學生實際，確定清晰的教學目標，找準讀寫結合的切入點。只有這樣，閱讀的活動才不會顯得繁瑣無序，學生寫作也有章可循，最后達到提高語言綜合運用能力的目的。

［1］ 羅之慧，陳丹.初中英語讀寫結合有效性的思考與實踐［J］ .中小學外語教學（中學篇），2017（4）：8.

［2］羅曉杰.高中英語“三段七步讀寫整合教學模式”［J］.基礎教育外語教學研究，2008（4）：24.

［3］ 李漫.提升高中英語讀寫課有效性的策略［J］ .中小學外語教學（中學篇），2017 （6）：9.