詞塊教學(xué)與高考英語寫作

藍海蓮

雖然2013年高考早已結(jié)束，可我們對高考英語試卷的研讀和反思還在繼續(xù)。很多學(xué)生和老師都認為今年的英語寫作很難，但如果學(xué)生在課文的學(xué)習(xí)過程中能牢記課文中出現(xiàn)的詞塊和通過積極參與老師組織的課堂活動運用這些詞塊，在此次作文中拿高分并不是難事。

今年基礎(chǔ)寫作要求寫移民火星的時事快訊，其話題較為罕見，但如果我們熟悉選修7 第五單元課文Keep it up， Xie Lei中的詞塊，寫好這篇文章是輕而易舉的事。在這一單元里學(xué)生需要掌握的詞塊有prepare （not） to do， fit in （well） with， adjust oneself to， as far as sb. is concerned， be acknowledged to be等。根據(jù)該高考題的寫作要求，可以表達為：

About thirty volunteers will be chosen from all over the world by 2015 to the Mars. The volunteers， who must be eighteen years old and prepare not to return to the earth， are expected to fit in well with others. As far as some experts are concerned， the living conditions on the Mars are so hard that it is difficult for the volunteers to adjust themselves to the extremely cold weather， loneliness and fear there. The volunteers believe that if successful， they will be acknowledged to be the heroes of human beings. Whats more， tired of living on the earth， they desire to experience the life on the Mars.

回顧2012年廣東卷的讀寫任務(wù)：請你講述你一次想家的經(jīng)歷，內(nèi)容包括：（1）時間、地點和起因；（2）想家給學(xué)習(xí)和生活帶來的影響；（3）你是怎樣應(yīng)對的。

同樣，可以將選修7 第五單元的課文里出現(xiàn)的語塊運用到這篇作文中，很好地完成這篇寫作任務(wù)。

想家的時間、地點和起因：

Time flashed back to the day when I said goodbye to my family and boarded a bus for our local Senior School on 29th， August in 2011. It was the first time that I had left my family. Since that day， I had been living in student accommodation and I had to learn to get used to a whole new way of life， which took up all my concentration in the beginning.

想家給學(xué)習(xí)和生活帶來的影響：

Living in a completely new environment， I felt lonely and homesick. Sometimes I even couldnt fall asleep， recalling my parents and good friends. In consequence， in the first months， I failed to get used to the academic requirements. Knowing the results， I was numb with shock. Discouraged， I lacked confidence in forthcoming studies.

你是怎樣應(yīng)對的：

Later， I tried to spend time with friends so as not to feel homesick and asked them for advice on study. They highly recommended that I should review lessons every day. I became a more autonomous learner after following their advice. My marks have greatly improved.

From then on， whenever I missed my family members， I tried talking with my roommates， which proved to be a great comfort. Meanwhile， I tried to have a balance between study and life and actively joined a few clubs. In this way， not only have I made more new friends but gradually my homesickness disappeared and I got used to the new environment.

2013 年廣東卷讀寫任務(wù)：談?wù)剬ζ椒补ぷ鞯南敕?，?nèi)容包括：（1）描述清潔工工作的艱辛；（2）假如沒有清潔工，環(huán)境會變得如何？（3）你對平凡工作的看法。

在選修8 第二單元出現(xiàn)的詞塊有different from， it is a difficult task to undertake， ..would be...if there were no...， in poor condition， be unable to do sth， be in favor of sth， have a great impact on sth/sth， owe sth to...， be bound to do sth 等。根據(jù)寫作要求，可以表達為：

描述清潔工工作的艱辛：

Different from common people， cleaners have to get up early in the morning， working from dawn to dusk despite hot sun， heavy rain or wind. It was a difficult task to undertake.

假如沒有清潔工，環(huán)境會變得如何：

We would soon be drowned in the mountain of rubbish if there were no cleaners. Wherever we go， there would be rubbish. We would be in such poor condition that we would be unable to live or work healthily. Therefore， Im in favor of the view that small things as these jobs may seem， they have a great impact on every individual of us.

你對平凡工作的看法：

We owe our comfortable life and harmonious society to all such ordinary workers， who deserve our respect and concern. If all of us perform our ordinary jobs well， our society is bound to be more harmonious.

2013年的讀寫任務(wù)的寫作話題與選修7第五單元sharing非常類似，都是提醒學(xué)生關(guān)注身邊平凡的工作，加強對學(xué)生價值觀的正確引導(dǎo)。從考查語法的角度來看，需要用虛擬語氣表達“如果沒有清潔工，環(huán)境會變得如何”的要點，如果學(xué)生積極參與在必修5第三單元Life in the future 和選修6 第二單元Poems 這些關(guān)于虛擬語氣的課堂活動，掌握虛擬語氣并運用于寫作并非難事。

同樣，2008年讀寫任務(wù)是關(guān)于理想的大學(xué)生活，這與選修5第三單元life in the future 話題，2009年保護野生動物與選修2第四單元Wildlife話題都有著緊密的聯(lián)系。如此看來，高考英語的寫作話題具有很強的真實性，與我們的英語教材有著緊密的聯(lián)系。

我們也不難發(fā)現(xiàn)廣東高考英語寫作的測試對高中英語寫作教學(xué)產(chǎn)生積極的反撥作用，主要體現(xiàn)為5個方面的轉(zhuǎn)變——教學(xué)理念的轉(zhuǎn)變、教學(xué)方式的轉(zhuǎn)變、師生角色的轉(zhuǎn)變、教學(xué)手段的轉(zhuǎn)變以及評價方式的轉(zhuǎn)變。在高中英語課程中，“新課標”要求教師能夠創(chuàng)造性地使用教材，進行資源整合。

依據(jù)詞塊理論（chunking theory），語言的流利程度不是取決于學(xué)習(xí)者大腦中儲存了多少語法規(guī)則，而是取決于他們大腦中存的詞塊的數(shù)量。詞塊具有整體存取的優(yōu)勢，有助于語言記憶的效力與語言表達的地道和準確。目前，國外語言教學(xué)研究者都已高度關(guān)注詞塊在語言學(xué)習(xí)中的重要作用，并做了大量研究，但國內(nèi)的實踐性探索才剛剛起步。因此，我們在日常教學(xué)中，要引導(dǎo)學(xué)生認識和發(fā)掘詞塊的強大功能。根據(jù)“新課標” 的理念：“學(xué)生應(yīng)通過大量的專項和綜合性語言實踐活動，形成綜合語言運用能力，為真實語言交際打基礎(chǔ)”，要達到這一目標，教師要努力創(chuàng)設(shè)實踐性情境，鼓勵學(xué)生使用新學(xué)的語言表達，尤其是詞塊。經(jīng)過反復(fù)使用，這些語言表達必定給學(xué)生留下深刻的印象，從而在寫作中成為使他們靈感觸發(fā)、出奇制勝的有力武器。

（注：本文為廣東省教育科研“十二五”規(guī)劃2011年度項目（2011TJK165）的部分成果）

（作者單位：河源市河源中學(xué)）

責(zé)任編校 蔣小青