立足阅读材料，挖掘写作素材 高中获奖英语论文

立足阅读材料，挖掘写作素材

                   新河中学  许素云

【摘要】写作是中学英语教学中的一个重要组成部分，然而当前许多学生存在词汇贫乏、搭配不当、句型误用、语法不通、谋篇布局不合理、审题不清随意发挥等问题。本文阐述了如何运用教材中的阅读材料进行仿写、自由写作、改写、评写等几种写作训练方式，旨在提高学生写作能力。

【关键词】教材阅读材料  写作训练  写作能力

引  言

写作是中学英语教学中的一个重要组成部分，同时又是个难点问题。新的英语课程标准提高了对写作的要求，突出了对遣词造句、谋篇布局和情感表达的要求。然而，当前许多学生存在词汇贫乏、搭配不当、句型误用、语法不通、谋篇布局不合理、审题不清随意发挥等问题。“学生听到写作心烦，教师见到习作头痛”的现象屡见不鲜。如何培养学生的写作能力是高中英语教师需要思考的问题。

写作是一种综合性较强的思维活动，是语言输出的一种的形式。语言的输出需要有足够的语言输入过程。阅读是学生学习英语的主要输入途径之一。我们的教材为我们提供了大量的阅读材料。这些阅读材料题材广泛，体裁多样，语言丰富地道，为学生提供了很好的写作素材。以下是本人在教学过程中如何运用教材中的阅读材料，提高学生写作能力的几点做法与大家共享。

一、  借鉴阅读中的词、句，进行仿写练习

阅读中常出现许多词的习惯表达和一些特殊句式，还有一些适合某些特定情景、场合的常用句子，教师要向学生多强调、示范，然后让学生进行造句、翻译等仿写练习，为写作积累词和句。

例如，阅读课文 First impressions (人教版M5 Unit 3）中有一句子：“I can still remember the moment when the space stewardess called us all to the capsule and we climbed in through a small opening. ”笔者就让学生模仿此句式“I can still remember the moment when…”，结合生活进行造句。学生结合了自身的经历、时事造出很多给人留下深刻印象的句子。如：

I can still remember the moment when my father cried like a child.

I can still remember the moment when Zhai Zhigang, a Chinese astronomer, made the first space walk, waving the Chinese flag.

I can still remember the moment when three Chinese flags were rising at the awarding ceremony at the 2008 Olympic Games.

……..

此外笔者也关注阅读材料中修辞的运用，引导学生进行仿写训练。例如，阅读课文 An exciting job  (人教版M6 Unit 5）中有一排比句：“Sometimes working outside, sometimes in an office, sometimes using scientific equipment and sometimes meeting local people and tourists, I’m never bored.” 笔者就让学生模仿此句式进行造句。在以后的写作中笔者惊喜的发现有位学生曾在题为“To be a good listener”的习作中这样写道：We listen carefully to others to show our respect for them; we listen carefully to improve understanding of each other and we listen carefully to build up good relationship between each other.这位学生很好地运用了排比的修辞方法，增强了文章的说服力，使语言更饱和。

  对学生的造句进行改作后，笔者常收集学生的精彩句子，然后展示在ppt上让学生共享，或张贴在教室内，或编成集子等等。这样能很好地激发学生的兴趣、唤起他们的竞争意识、变“要我写”为“我要写”。同时又能让学生接触到更多的语言素材。因为是同学写的更易接受、内化。

二、          借鉴阅读中的词、句，进行自由写作

    学生学习了一个单元后，教师可以让学生进行自由写作，学生可以任选单元里学到的词、词组或句式来写一篇文章。或者教师给出单元里学到的词、词组或句式让学生进行自由写作。在这个写作过程中学生可充分表达自己的思想情感，积极主动创造性的思考，思维得到激发，自主性学习能力得到提高。学生也可以尝试不同的体裁，如记叙文、说明文、议论文等等来提高自己的写作水平。

     教学人教版M6 Unit5 The Power of Nature这一单元后，笔者让学生进行了一次自由写作。以下是笔者一学生的习作（划线部分是笔者给出的词组）：

Yesterday I had a dream. I dreamt that I was appointed as an explorer to find a dormant volcano in the centre of a forest. I was about to make my way into the forest when suddenly the sky was covered by dark clouds. I seemed to rain. As I was equipped with helmets, boots and special gloves, I took little notice of the bad circumstances. And soon I found the volcano in the distance behind lots of tall and big trees. Just as I felt excited, the volcano began to erupt. It was such a big catastrophe that the  lava  and  ash soon  swallowed everything. Everything was on fire and soon burned to the ground. I ran and ran but it didn’t work. I was killed and then saw the God in the heaven. He said, “Human beings work hard but don’t care nature; human beings work hard but do harm to nature; human beings work hard but think little of the power of nature; human beings should be punished.” I woke up and began to think. (划线句子是笔者要求学生尽量运用课文中刚学的排比句，该学生用得很好，升华了文章的主题。)

  笔者常把优秀的作文张贴在班级“佳作欣赏栏”上或展示在ppt上供学生欣赏和品味，有时在课堂上同学生一起探讨文章立意的新颖之处、思想的深度、结构的清晰度、表达是否准确和得体等。这样能很好地激发学生的学习兴趣，同时能发挥学生的想象力和创造力。 

三、  巧用背诵，美化语言

每一位老师都知道：积累越厚实，写作就越有基础，文章就能根深叶茂开奇葩。反之，没有积累，则胸无点墨，是写不出文章来的。因此，要想写出好作文，首先必须要有一定的词、句的积累。背诵是积累的一种有效方法之一。教材阅读材料提供许多精彩词汇、句子或片段。再者，学生正处于记忆强盛时期。老师不妨充分利用学生年少记忆强的优势，指导学生熟读背诵教材中优秀篇章、精彩片断，大量吸收优美语句帮助他们积累起终生受用不尽的语言材料。

例如，学习人教版M5 Unit 2两篇阅读课文后，通过背诵，学生从中可以积累一些用于描写游记的词汇和美句。如：

词汇：splendid; enjoyable; worthwhile; thrill; delight; attract; leave for; remain standing; to one’s great surprise; be unwilling to; in memory of; feel proud of; have a photo taken; on show …….

句型：There followed St Paul’s Cathedral built after the terrible fire of London in 1666.

      What interested her most was the longitude line.

      You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile.

…….

教学了两篇阅读课文后，笔者用ppt介绍了九寨沟著名的景点图，然后让学生进行 “A Trip to Jiuzhaigou” 的习作。令人可喜的是学生在习作中出现下列描写；将积累的运用自如。

Jiuzhaigou is so famous that it attracts millions of visitors every year.

 The splendid view there makes you unwilling to leave.

 What interested me most was that the lake there is clean enough to see the bottom of it and it is very colorful as well.

Jiuzhaigou is a wonderful place and it will be a feast for your eyes. So you must keep your eyes open if you are going to make your trip there enjoyable and worthwhile.

值得指出的是，实现写作的成功积累，还必须要注意以下要点：一、量要大，量的保证，才能带来质的变化。教师要鼓励学生勤记忆勤动笔，将自己发现的东西记在其专为写作积累而准备的本子上。二、范围要广。为了积累，学生生活视野阅读视野要宽。三、要长期坚持。一口吃不成胖子，要点点滴滴地积累。

四、          改写课文，进行文体训练

    改写是一种广泛采用的语言教学策略，《课标》也要求能根据课文改编短剧或根据所读文章进行转述。改写是在保持原文主体内容不变的基础上，改变文章的体裁、人称、语言、结构等方面。尤其是，对短文与对话相互改写时要注意语言、时态、时间表达等方面的改变。

例如：在教学人教版M5 Unit 4 My First Work Assignment “Unforgettable”, says new journalist 这篇课文后，我让学生将它改写成一篇日记，并指导它们如何写日记。通过这样的练习，学生既学会了写日记又巩固了课文，积淀了词汇和句式。下面是一位学生的习作（划线部分是本课文出现的新词汇和句型）

October 21st, 2008   Tuesday                                             Cloudy

  Today was my first day to go to work. So I had a discussion with my new boss. He was so easy-going that he gave me many good suggestions, which were to strongly influence my life as a journalist.

  First, he told me not to go out on a story alone for the first time. I must go out with a professional photographer and an experienced journalist. Only when I am more experienced, can I cover a story by myself.

  Second, my boss advised me to listen to the interviewee carefully. If necessary, I can use small recorders to get the facts straight to support my story. It was suggested that I should be patient and polite as well. It was really a new experience, talking over such matters with my new boss. As a result, I have learned a lot and I have realized that to be a good journalist, I must have a good nose for a story. Also, I need to be enthusiastic about this job. I believe by working hard I will be successful.

  What an unforgettable day it is!

教材中可改写的地方很多，或整体或局部，这些都需要教师潜心研究，细心挖掘。通过对课文的改写，不仅加深了学生对课文的理解，也培养了学生的逻辑思维能力和语言组织能力。

五、          借鉴课文，优化文章结构

课本阅读材料为学生提供了很好的写作范本。只要我们教师稍加点拨，学生必有豁然开朗之感。教师可以在阅读教学中引导学生欣赏某些精彩段落，品味其中的美词佳句以及连接词在句子间所起的起承转合作用，然后创设情境，让学生仿照段落进行写作练习。一篇好的文章不仅需要丰富的内容、巧妙的构思和规范的表达，还需要把这些内容联系起来的语篇衔接手段，即我们常说的关联词、连接性副词以及一些介词和短语等（程晓棠、郑敏，2002）。让学生仿照进行反复的训练，让他们意识到：虽文无定法，但既成方圆必有规矩，那种天马行空——想到哪写到哪、写到哪想到哪的做法会被阅卷老师所摒弃。清晰有致的结构是获得阅卷者亲睐的重要原因。

如：人教版M6 Unit 3 Advice from Grandad 中的第三段，结构清晰有致。分析段落结构后，让学生以“Smoking is a bad habit”为题进行写作练习。有位学生是这样写的：

It is generally accepted that smoking is a bad habit. Reasons are as follows: In the first place, smoking has a bad effect on our health. For example, it may do terrible damage to our heart and lungs. It is reported that each year smoking is responsible for the deaths of more than five million people. Secondly, there can be fires that can result in a great loss of life and property due to a smoker’s carelessness. Thirdly, cigarettes are very expensive. Smokers have to spend a lot of money buying them. That is a waste of money. What’s worse，it is easy to start smoking but it is tough to quit. So as adolecents, we should never pick up smoking and get into such a bad habit.

这位学生恰当借鉴了阅读材料片段中的连接词，有力地阐明了吸烟是坏习惯的观点。借鉴结构仿写有助于训练学生的写作思维，帮助学生学会审题，把握中心思想，归纳内容要点，逐步掌握谋篇布局的策略与方法。

六、          评写课文，提升观点

学生背了大量的书，做了大量的读书笔记，还未必能写出一手好文章。因为这种积累是静态的罗列、堆积，要真正让这些材料在学生头脑中活化，还得让学生对作品语言以及作品所蕴涵的思想反复地去品、去思。引导学生在感悟中深化思想，在感悟中升华人格，在感悟中萌发初步的写作思维能力。近年来，半开放话题作文在高考书面表达中多次出现。

半开放话题作文要求考生基于所提供的材料进行适度扩展。评写是就所学课文或阅读材料进行评述。通过分析原文中的内容和观点，提出自己的看法。评论可以是全面的，也可以着眼于一点；可以是赞同原文的观点，也可以提出异议。教师可以引导学生评写课文，锻炼学生的理性思维。

高中英语教材中有很多与现实生活贴近的话题，可让学生就这些话题阐述自己的看法。例如，教学人教版M6 Unit 4 Global warming 中阅读课文后，让学生就“Should we do nothing about global warming？”这个话题进行讨论。学生结合阅读材料各抒己见。同时也激发了对 “What should we do about global warming?”这个话题的讨论。继而让学生结合讨论进行写作练习。学生写起文章来内容较充实，也提高了学生整合信息的能力。

评写这种“一半依材，一半发挥”的半自由习作方式有利于发展学生的批判性思维能力和创新精神, 同时为面对高考打下基础。

结束语

总之，围绕教材进行的写作活动形式多样，内容丰富。实践证明，这是一条发展学生的思维能力和创新精神、加深学生对课文的理解、训练学生的知识迁移能力、循序渐进地提高学生的综合语言运用能力的好路子。英语教材中的写作素材无处不在，只要教师潜心挖掘，学生认真完成，就一定会有所收益。处处留心皆学问，而我们同样可以说：在英语写作教学中，处处留意皆素材。

参考文献

[1]  教育部. 普通高中英语课程标准（实验）人民教育出版社

2003.

[2]   杨利娴. 仿写── 中学英语写作训练的重要方法 中小学英语教学与研究，2003，（9）.

[3]  王学儒 运用词块理论提高学生的英语写作能力 中小学英语教学

      2008，（7）

[4]  戴建敏 借鉴阅读材料培养学生的写作能力   中小学英语教学

      2008，（10）

以下是一学生的习作：

Global warming may be a big problem, but there are many things we can do to make a difference.(开头已给出)

It would be a good idea for us to turn electrical appliances off when we are not using them. Secondly, we had better walk or ride a bike if possible for the reason that motor vehicles use a lot of energy. Thirdly, we should get our parents to buy things that are economical with energy, such as cars, fridges, microwaves and so on. What’s more, all of us can plant trees or flowers in our garden or our school yard, as these plants can not only take in carbon dioxide from the air but also help to refresh our spirit. Last but not the least, be an educator. Talk with our family and friends about global warming and tell them the importance of protecting the environment.

All in all, it is every citizen’s duty to take action to improve our environment. As we know, together, individuals can make a difference. I believe that we will live a more comfortable and beautiful life in the future.