高中英語“復(fù)雜句式”的教學(xué)策略

王蓓

【摘 要】 針對高考閱卷經(jīng)歷中和教學(xué)實(shí)踐過程中發(fā)現(xiàn)的高中生在英語書面表達(dá)中存在的問題，筆者通過培養(yǎng)學(xué)生運(yùn)用“復(fù)雜句式”的意識和能力這一教學(xué)模式進(jìn)行了一學(xué)期的英語寫作教學(xué)行動研究和實(shí)踐。研究的結(jié)果表明：“復(fù)雜句式”的恰當(dāng)運(yùn)用有助于提高英語綜合水平在中等及以上水平的這一學(xué)生群體的書面表達(dá)成績。

【關(guān)鍵詞】高中英語；復(fù)雜句式；教學(xué)策略

就筆者而言，正確運(yùn)用“復(fù)雜句式”這一意識和能力的關(guān)鍵在于日常教學(xué)過程對學(xué)生進(jìn)行相關(guān)系統(tǒng)的培養(yǎng)。英語“復(fù)雜句式”的運(yùn)用很多都是借助于某種語法現(xiàn)象完成的。因此，在培養(yǎng)學(xué)生運(yùn)用“復(fù)雜句式”意識和能力的同時(shí)，又可以對高中很多英語語法現(xiàn)象進(jìn)行鞏固，真可謂“一箭雙雕”。

“復(fù)雜句式”的運(yùn)用關(guān)鍵是兩點(diǎn)。一是要有運(yùn)用“復(fù)雜句式”的意識；二是有正確運(yùn)用“復(fù)雜句式”的能力。

對于學(xué)生意識的培養(yǎng)應(yīng)融入到日常的英語教學(xué)中，因?yàn)檫@是一個(gè)相對漫長的過程。這樣做有助于逐步培養(yǎng)，使其養(yǎng)成習(xí)慣。此外，要加強(qiáng)相關(guān)句型的訓(xùn)練。筆者在平常的書面表達(dá)講評中的第一個(gè)環(huán)節(jié)是，讓學(xué)生相互交換作文，找出其中可以運(yùn)用復(fù)雜句式的句子并要求他們把自己能想到的句式運(yùn)用其中。

日常的教學(xué)中，每每遇到文章中的一些典型句子，筆者就會讓學(xué)生用筆將之劃出來，并根據(jù)不同句型提出相應(yīng)的將文章源句改為符合“復(fù)雜句式”目標(biāo)句的要求讓學(xué)生完成。如果文章源句本身的句式就是復(fù)雜句式，筆者也會要求他們先領(lǐng)會復(fù)雜句式，再將其變?yōu)槌Ｒ?guī)的句子。如此雙向的練習(xí)更能加深學(xué)生對“復(fù)雜句式”的理解和掌握。如：牛津高中英語模塊七課本Unit1 Reading部分有這樣一句，“It was not until 1938 that the first color TV program was broadcast”，這是一句典型的關(guān)于“not…until”句型的強(qiáng)調(diào)句式，筆者讓同學(xué)們把它恢復(fù)原樣，以期他們了解not…until 強(qiáng)調(diào)句式的轉(zhuǎn)化方式。然后再讓他們根據(jù)強(qiáng)調(diào)句式相應(yīng)的轉(zhuǎn)化規(guī)則，將其轉(zhuǎn)化為強(qiáng)調(diào)句式和倒裝句式：Not until 1938 was the first color TV program broadcast。如此“一反一正一補(bǔ)充”的練習(xí)方式極大的強(qiáng)化了他們的轉(zhuǎn)化和運(yùn)用“復(fù)雜句式”的意識和能力。

例如，來展示一下學(xué)生在接受“復(fù)雜句式”的訓(xùn)練前后的兩篇書面表達(dá)作為對比。為了增強(qiáng)對比性，筆者選用了同一篇書面表達(dá)的題目：

假設(shè)你是中學(xué)生李華。在一位名叫Susan的學(xué)生家長的博客上，你看到如下內(nèi)容。請根據(jù)博客內(nèi)容、寫作要點(diǎn)和要求，給這位家長回復(fù)。

My daughter is sixteen years old. I have a rule for her： be among the top 3 students or get punished in one way or another. She has been doing very well in school， but some friends of mine keep telling me that I put too much pressure on her. Am I wrong？

寫作要點(diǎn)：1.表明自己的看法；2.陳述自己的理由（可舉例說明）；3.提出至少兩條建議。

要求：1. 內(nèi)容充實(shí)，結(jié)構(gòu)完整，語意連貫。 2.短文詞數(shù)不少于120（不含已寫好的部分）。

Hi， Susan， what puzzles you is actually a puzzle for many parents in China. My idea is that .Yours， Li Hua

第一篇（此實(shí)驗(yàn)前某同學(xué)W的例文）：

What puzzles you is actually a puzzle for many parents in China. My idea is that it is not proper for you to do that.

It is quite common for you to put much pressure on your daughter. Because high scores can help her have a good future. But high scores dont mean everything. If you always put much pressure on her， then she cant be very happy. Besides， there is something more important than high scores like emotion， enjoying life.Finally， punishment may be bad to the relationships between you and her.

In my opinion， I think you can talk with her and try to know her idea about how you treat her. Besides， you can give her some little surprises like small gifts when she makes some progress in her study. This may help you get on better with her.

I hope my advice can be useful to you.[136words]

Yours，

Li Hua

第二篇（此為試驗(yàn)后該學(xué)生的例文）：

What puzzles you is actually a puzzle for many parents in China. My idea is that it is not quite proper for you to do so.

There is no denying that high grades are an important factor in evaluating students ， which may contribute to her promising future. Whereas， health， emotion and life attitude should never be ignored. Moreover， excessive pressure on children may just cause them to lose interest in studies， not knowing what to pursue but high grades. In addition， it is punishment that is a factor leading to the generation gap between parents and children.

As to this， it is my suggestion that you take your friends advice. To begin with， youd better have a nice talk with her and get to know what she thinks of the way you treat her. As well as this， a pleasant reward can be offered when she does make some progress . It is expected that my advice above may be of some value in harmonizing the relationship between you and your daughter.[158 words]

Yours，

Li Hua

第一篇書面表達(dá)中雖然錯誤很少，但是很少見到“復(fù)雜句式”，而第二篇文習(xí)作中嘗試運(yùn)用了若干“復(fù)雜句式”（文中有下劃線的部分）?？傮w看來，通過近一年的針對性訓(xùn)練，學(xué)生在進(jìn)行書面表達(dá)式的語言運(yùn)用能力方面的確有明顯提升。

此項(xiàng)訓(xùn)練并非特別耗時(shí)、耗精力。但從結(jié)果來看，效果也較為明顯。在此，筆者希望更多的英語老師能夠加入到這一行列中來，繼續(xù)鞏固和擴(kuò)大成果。借助“復(fù)雜句式”在英語書面表達(dá)中的運(yùn)用，使越來越多的學(xué)生能夠從中獲益。

（作者單位：江蘇省揚(yáng)中高級中學(xué)）