在高中英语阅读教学中渗透写作教学的策略

        一、 问题的描述
        英语写作在高考试卷中所占分值高达30分，同时高考作文评分标准也有所调整，过去强调要点和语言准确度，但是从2001年起，评分标准强调内容要点，语言的多样性、连贯性和得体性，鼓励学生在作文中尝试语言的多样化和复杂化。英语写作无疑是高考中的重点考查项目，所以写作教学在高中英语教学中占有相当重要的位置。然而笔者从事高中英语教学几年来，发现当今中学生在学英语过程中，对写作充满畏难情绪，爱好不高，习作质量偏低。大部分考生的英语写作能力令人担忧，在高考中得分并不高，近几年全省高考考生的英语写作平均得分为13-15分左右(满分30分)。问题主要表现在以下几个方面：
        1.学生准确使用词汇、语法结构等的能力远远低于高考英语书面表达的要求。如：①一个句子多个谓语；②词性的混用；③表达不够地道，中式英文时有出现；④结构单一，词汇级别较低，简单句多，等等。基础知识是否扎实是决定分数的关键。举个简单的例子，“5月1日”这个表达，错误的形式千姿百态，完全正确的极少，有的把五月写成“June，March”等等，有的写成“May 1”，“ the first day of May”，“May 1th” 等等，甚至连“高二（3）班”这个初中就应该掌握的表达都不会。所犯的错误到了让人吃惊的地步，参加09浙江省书面表达评卷工作的老师感觉学生高中三年知识掌握得不够扎实，初中的知识也完全忘记了。
        2.学生缺乏良好的审题和谋篇布局的意识。①中心主旨不明，东拉西扯，想要眉毛胡子一把抓，却什么也没抓住；②缺乏整体谋划，只是根据试题所提供的内容要点进行罗列，短文不够流畅、简洁。
        3.基于平时老师训练作文时灌输的写作套路，因此，套路式作文普遍，过度使用连接词或套语，但在表达上却不符合连接词本身所含的逻辑关系或递进关系。
        4.学生的书写习惯极大地影响学生在书面表达中取得理想的分数。
        如下面这篇文章 (括号内为正确表达)：
        May 1(May 1st),two students called Li Yue and Zhang Hua come to(went to) the Sunshine Nursing Home to look after the olders (the older)from the middle school.
        They take(took) fruits for olders(the older) to eat, and cleaning(cleaned) the rooms, and also saying with them(and also talked with them). Everyone in the Nursing Home were very happily(were very happy).
        The olders(the older) said, they had never happier than today,(said that they had never been happier than that day), they think they have more and more younger(they are younger and younger).
        In my opinion, it is a helpful thing for us to join in. It(We) could learn something that we couldn’t learning(learn) at school, like how to look after the olders(the older).
        I hope this activity will pass away(be passed down) for ever. 
        书面表达是对学生从词汇、语法和语篇三个层面进行考查，这两篇例文在语言准确性和丰富性上存在许多问题，同时缺乏整体的谋划，只是根据试题所提供的内容要点进行罗列，使短文不够流畅、简洁。这些问题直接影响著书面表达的整体质量，阅卷专家组对这两篇文章最后评定的分数都在平均分以下（09浙江省书面表达平均分为14-15 左右）。
        如何提高学生的写作水平和促进写作教学是英语教师亟待解决的一大难题。所以，在认识英语写作重要性及当前学生写作水平低下的大前提下，教师要采取切实有效的措施，把英语写作渗透到常规课堂教学的每个环节（听说读写），同时也要使学生意识到提高自己英语写作水平的重要性和迫切性。
       
　　论文检测天使-免费论文相似性查重http://www.jiancetianshi.com
二、 原因的分析
        写作部分的得分率明显偏低，书面表达能力离高考要求还有相当大的差距。形成这种差距的主要原因在于教学中教的原因，对写的指导基本上是缺位的。根据笔者的初步研究分析和英语课堂教学的实践发现，高中英语写作教学中存在以下问题：
        1.用“教”来代替“学”，“教”与“学”之间脱节等。调查表明：课堂70-80%的话语是教师话语，以教师讲为主，教师问—学生答，单向的信息传递方式，学生无自由的思维空间，无自主体验和探究的机会。
        2.语言教学中的“去声化”（不重视口头表达训练和语篇的诵读）。学生课外学习时间大多花在背单词、做模拟练习上，很少主动做课外阅读、练口语或进行写作。
        3.语言输入与输出脱节、不一致，忽视教学中输入与输出之间的吸纳环节。信息上注重输入，忽略提取。教学中重点落在了听与读的输入，而忽略了说和写的输出，使学生所习得的语言信息成为一潭死水，组织思维能力和表达能力都受到了抑制。如大多数教师在分析语篇阅读理解时，往往只是停留在 论文检测天使-免费论文检测软件http://www.jiancetianshi.com
第一个层面，即分析大意、细节；很少在此基础上进行第二个层面的分析，如语篇段落之间的关系，为什么这样建构，有哪些好的语言表达方式等。
        4．教学安排上没有做好书面表达由点到面的不同阶段的系统训练，而只是些零星的写作练习，写作教学带有很大的随意性，并且训练次数严重不够，检查措施不得力。这违背了外语教学循序渐进的原则。
        5.指导上实行“包办”，忽视点拨。作文批改完后，没有给学生充裕的自行订正、思考的时间，评析典型错误的教学环节设计较少，一般只是稍作点评，给出明确的更正后便让他们背范文。这便无形中助长了学生依赖习惯的养成，使学生丧失思考、推敲、更正、重视、谋篇的思维训练过程。
        三、解决上述问题的策略和具体措施
        针对上列问题，为了帮助学生克服畏难情绪，逐步培养他们书面表达的爱好和能力，提高其写作质量，在此笔者着重以在提高学生阅读能力的同时有效渗透写作教学策略为着眼点来加强英语写作教学和提高学生写作能力。
        1.采取这一策略的原因——英语阅读与英语写作的关系密切
        在英语学习中，阅读对提高语言综合能力的作用历来受到广泛认同。在注重培养学生语言实际交际能力的今天，阅读更是中学阶段英语学科教学的主体和核心。阅读也是培养学生英语应用能力的一种重要形式，和写作一样属于书面能力。阅读要求的是理解和领悟能力，写作要求的是运用和表达能力。读和写的关系相当密切，互为促进。只有通过阅读的逐步领会，才能转化为写作的正确表达。而阅读教学就是学生在教师的组织引导下，学习阅读材料中涵盖的语言知识，理解材料内容，从而提高阅读效率。英语阅读教学对培养和提高学生的写作能力有着非常重要的影响。Krashen认为二语习得最好的课堂应该给学生提供大量有趣的、可理解的、与学生有关的输入。没有一定的目的语的输入，输出很难产生。英语阅读对英语写作的影响：
        （1）英语阅读教学可以为写作储备丰富的语言知识； 
        （2）英语阅读教学可以培养写作技能； 
        （3）英语阅读教学可以培养学生的语感；
        （4）英语阅读教学可以提供广泛的写作素材。
        透过英语阅读与英语写作之间的影响，笔者希望能为培养学生英语写作兴趣和提高写作水平找出一条切实有效的途径。
        2. 采取的具体措施
        在此，笔者具体以人教版英语必修1 Unit 4 Earthquakes--Reading为例，就如何在英语阅读教学中有效渗透写作教学策略进行展示，以达到阅读与写作相互促进、同步发展的目的。
        具体教学步骤：
        I.Lead in by asking:
        May 12th, 2008 is a special day for Chinese people, especially for Sichuan natives. Why? 
        A terrible earthquake ________ Wenchuan on May 12th, 2008.
        Suggested answers: happened in/hit/struck/shook
        （一意多词旨在扩充学生词汇量)
        展示图片及视频，生动形象地让学生感触汶川地震的惨重后果。 
        More than 60,000 people lost their lives.
        More people are left homeless.
        The whole city lay in ruins.
        All of us were shocked at the sight.(尽可能多地在课堂上呈现好词好句)
        But all hope was not lost.（此句为本课中心及重要句型）
        The Chinese government tried its best to take measures(采取措施) to help them out.(配以恰当图片，利于学生理解句子意思及进行缺词填空)
        Leaders went to the spot(现场) to give them c________ and e____________. 
        R_______ soldiers were sent to help dig out the t_______ and bury the d______.
        S_______ were built for survivors whose homes were d_______.
        Water,food, clothes and money were donated(捐赠) by m _______of people from all parts of the world.
        Do you know any other serious earthquake that happened before?
        Tangshan earthquake（自然而然引出本课话题）
        II.Reading --- A night the earth didn’t sleep
        What:
        (i)Main idea    When:
        Where:
        How many parts can the text be divided into? How?
        What’s the main idea of each part?
        Structure of the passage
        Part 1 Paragraph 1  signs                   before
        Part 2 Paragraph 2&3 damage                 during    the earthquake
        Part 3 Paragraph 4  rescue                  after
        In what order is the text organized? (In time order)
        (先从整体把握课文主要内容和结构，培养学生获得文章主旨大意的能力和掌握文章结构脉络的能力)
        (ii) Careful reading (获取课文细节以达到理解全文的目的，旨在培养学生获取文章细节的能力)
        What strange things happened before the earthquake?  （para.1）
        (先让学生描述图片on page 25，再展示para.1的内容，让进行学生缺词填空。)
        Signs before the earthquake ______things were happening in the countryside in northeast Hebei. The water in the wells ____and ____. A _____ gas came out of the cracks. The chickens and pigs were too _____ to  _____. Fish ______out of the bowls and ponds. Mice ____ out of the fields. At _____ am on July 28, 1976, people saw ______ _______ in the sky. There were sounds like those of planes. Water pipes cracked and_______.
But people thought little of these events and were asleep as usual.
        Damage caused by the earthquake (这部分主要是展现课文上的大量的单词及词组：destroy, brick, dam, track, useless, shake, rescue, trap, elctricity, tens of thousands of, half a million, fall down and so on.)
        Part 3 Rescue (这部分旨在培养学生谋篇布局的能力)
        All hope was not lost.      topic
        Firstly, the army …
        Secondly, the army …    Supporting details
        Thirdly, workers …
　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0425/fontbr />       Last, fresh water …
        Slowly, the city began to breathe again.        conclusion
        (iii) a. Summary (结合高考新题型：缺词填空)
        Several days before July 28, 1976, many s____ things happened in Tangshan. They were signs for the e_____. But people in the city of Tangshan didn’t think m _____of these. At 3:42 am that day, the earth began to s_____, which d________ the city. Many people, including workers and doctors ,came to r ____  those t_____ under the ruins. Later that afternoon, another big earthquake struck Tangshan. More people were killed or i_____ and more buildings f____ down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and b_____ the dead. 
b.Consolidation:（在帮助学生获悉文章主旨大意和细节内容的基础上，再给与学生配套的选择题，以使学生了解高考阅读理解题的不同题型并授予学生解题方法）
        1. Which of the following is TRUE according to the passage?（细节理解题）
        A. Such a great number of people died because the quake happened while they were working.
        B. One third of the people died or were injured during the earthquake.
        C. Workers rescued most of the 10,000 coal miners to the south of the city.
        D. Almost everything in Tangshan was destroyed. 
        2. From the passage we can learn that ______.（细节推断题）
        A. All the hospitals, factories and buildings hadn’t been destroyed.
        B. People of the city had already known there would be an earthquake because of the strange things.
        C. Only supply of water and electricity was cut off. 
        D. There was no hope for the city to recover from the earthquake.
        3. All of the following are true EXCEPT______?（推断题）
        A. Where there is love , there is hope. 
        B. There is no way for us to reduce the losses caused by the earthquake.
        C. An earthquake can cause great damage to stricken areas.
        D. We can overcome any difficulties as long as we unite together.
        4.What does the title A NIGHT THE EARTH DIDN’T SLEEP mean?（主旨大意题）
        A. The earth was awake all night long.
        B. People on the earth couldn’t fall asleep that night.
        C. The earth shook like crazy that night.
        D. Animals on the earth would not sleep at night.
        （iv）a. Free talk （培养学生的组织思维能力和表达能力）
        What can you learn from Tangshan people and the earthquake？
        All hope was not lost.
        Though the disasters destroy buildings and people’s lives, they can not destroy the love among us. 
        ① Where there is life, there is hope. 
        Where there is love, there is hope.
        ② There is kindness to be found everywhere.
        ③ Many hands make light work. 
        ④ Nothing is difficult to the man who will try. 
        Where there is a will, there is a way.
        Love makes wonders!（尽可能多渠道地给学生提供各种好句子，包括谚语、俗语）
        b. Interview
        Situation: Suppose you were one of the survivors in the May 12 earthquake, a reporter is interviewing you what you have experienced during the earthquake.
        1.The signs before the earthquake.
        2. The damage.
        3. The rescue work after the earthquake.
        You can begin like this:
        R: Nice to meet you. 
        S: Nice to meet you, too.
        R: I still remember the May 12th earthquake that happened in Sichaun and many people were shocked at the sight. As a survivor, can you talk about it for us?
        S: Luckily, I survived the earthquake. It was so terrible. Actually, there were some warning signs before the earthquake…
        …
        (在读的“输入”的基础上进行说和写的“输出”：利用文章体裁及篇章结构，进行话题的深度表达训练与篇章结构的模仿写作。)
        本课设计思路和理念：
        首先，这是一节阅读课，内容是关于唐山地震。所以，笔者就以众所周知的“5?12汶川地震”作为本节课的导入，引出话题，并引起学生兴趣，使学生有话可说。在导入部分，笔者展现了汶川地震的严重后果及政府等对此所做的救援措施，与课文内容密切相关，为展示课文内容做好了铺垫，然后就自然而然引入本节课的话题——唐山地震。阅读部分，笔者采取总分总的方法，先从整体上把握文章主题及结构——让学生概括主要意思及分段，然后再对每部分进行分析，以获取细节信息，再以summary的形式对文章进行总结，配以高考题型——多项选择题，让学生进一步把握文章的主要内容及细节。在思想感情教育方面，本课以“All hope was not lost.”贯穿始终，让学生明白：“Where there is love, there is hope. Love makes wonders.”最后，笔者以Interview收尾——让学生描述汶川地震的前兆、破坏及救援，使整堂课首尾呼应，输入转为输出，培养学生模仿课文写作的能力，真正做到阅读教学与写作教学相结合。本课还穿插了图片和视频，意在提高学生兴趣及帮助学生更好地理解课文内容。此外，本节课充分体现阅读教学与写作教学密切结合，还在于这节课基本展现了本单元所有的重点词汇，并且在此基础上加以扩展补充，以巩固学生基础知识。整节课旨在提高学生阅读能力的同时，培养学生的写作能力，真正做到阅读与写作相互促进、同步发展。长久如此，学生就能慢慢养成正确的阅读习惯，最终将会比较有效地提高他们的阅读能力，与此同时培养学生的写作水平。
        在把写作教学有效渗透到课堂阅读教学的基础上，课后要多读、多背好文章。俗话说：“熟读唐诗三百首，不会作诗也会吟”，对于英语文章也是这样。在平时的学习中应该多读一些好文章、好句子、谚语、俗语，以激发学生兴趣，帮助理解，这样对书面表达能起到画龙点睛的作用。而这些好的句子、好的文章其实往往就在我们身边，只是我们没有在意而已。在加强课内外阅读的基础上，平时要进行分体裁指导写作。每周进行约30-40分钟的限时写作训练：审题——自列提纲——写作——交流、互评及点评—背诵范文；每周至少一篇给材料（或开放型）写作。
        四、总结
        在阅读教学中渗透写作教学这一策略是以在提高学生阅读理解能力的同时，提供给学生广泛的写作素材及多种写作途径，从而逐渐培养学生英语写作的兴趣及提高学生的写作水平为目标的。写作水平的提高是一个循序渐进的过程，只有通过教师正确科学的引导，学生才会在意识上重视写作；也只有教师用积极有效的方法去影响学生的学习策略，学生才会形成积极的学习态度，进而将为新课标的落实提供鲜活的理论素材和建构科学的实践模式。
　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0425/fontbr />