巧用課本資源，提高書面表達能力

山東 李秀萍

書面表達是高考的必考題型，所占分值也較大，但向來是令大部分學生頭痛的題目。學生在平日學習中也背了不少單詞和短語，但由于缺乏實踐訓練，落實不到紙上，在考試中寫作文時往往絞盡腦汁、東拼西湊了一篇“漢式”作文，其中不乏“漢式”表達或各式錯誤，很難得高分。課本材料是學生學習英語語言知識、語言技能最重要的載體，也是培養(yǎng)學生情感態(tài)度和文化意識的得力媒介，因此，只要靈活利用課本上的詞匯、短語和句型資源，采用多種方式巧練，把書面表達練習化整為零，融合到每日的英語學習中，就會逐漸消除學生對書面表達的畏懼心理，達到水到渠成的效果。以下是筆者在多年的教學和指導學生備考中行之有效的辦法。

一、隨堂小練筆

在學完每個單元后進行單元基礎(chǔ)知識鞏固時，可以在復習學案中設(shè)計“隨堂小練筆”，對本單元的重點詞匯、短語和句型進行鞏固練習。

方法一：給出語篇的基本漢意，學生可稍加發(fā)揮

例 1： 人 教 版 Book1 Unit 1 Friendship — Anne’s best friend 隨堂小練筆

這是我第一次介紹自己學習英語的經(jīng)歷。曾經(jīng)有一段時間我厭倦學習它。我認為我不可能學好英語，因為我很難記住詞匯。在學習英語時，我經(jīng)歷了很多的困難并且遭了很多罪，這使我很郁悶。但是老師很關(guān)心我。他建議我養(yǎng)成良好的習慣并且讓日記成為我的好朋友。我不妨在日記里記下一系列的感情和事情。正是由于老師的幫助，我靜下心來并重拾自信。我對老師為我所做的一切心懷感激。我愛上了英語并且進展得很好。

參考范文：

This is the first time that I have introduced my experience of learning English. There was a time when I got tired of it. I considered it impossible for me to learn it well because I had great trouble in memorizing vocabulary. While learning English, I went through a lot of difficulties and suffered a lot. This made me very upset. However, my teacher was concerned about me. He suggested I should get into a good habit and make my diary my best friend. I might as well set down my feelings and happenings in it. It was because of his help that I calmed down and recovered self-confidence. I’m grateful to him for what he has done for me.Falling in love with English, I’m getting on quite well with it.

對于基礎(chǔ)較差的班級，教師可以在練筆前引導學生對要用到的本單元重點詞匯和句型進行漢譯英復習，從而達到熟悉程度。例如：

詞匯：

詞匯vocabulary 遭受，忍受suffer

痊愈，恢復recover

短語：

對……厭煩get tired of...

做……有麻煩have trouble (in) doing...

經(jīng)歷，遭受go through

令某人心煩意亂make sb. upset

關(guān)心，掛念be concerned about

記下，放下set down

安靜下來calm down

因……對某人感激be grateful to sb. for...

愛上…… fall in love with...

與……相處得好get on well with...

句型：

1．是某人第幾次做……

It / This is the + 序數(shù)詞 + time that sb. have / has done...

2．曾經(jīng)，一度

There was a time when...

3．強調(diào)句結(jié)構(gòu)

It is / was + 被強調(diào)部分 + that + 剩余部分

4．建議某人做……

suggest sb. (should) do...（虛擬語氣）

方法二：提供本單元的重點詞匯和句型，要求在練筆中使用一半以上所給出的詞匯、短語和句型，學生自己立意，適當發(fā)揮

例2：人教版Book 2 Unit 5 Music隨堂小練筆

詞匯：

musician，pretend，instrument，perform—performance，studio，millionaire，humorous，attractive，confident—confidence，brief—briefly，afterwards，sensitive，painful

短語：

dream of，to be honest，attach importance to，earn extra cash，play jokes on，rely on，be familiar with，or so，break up，in addition，sort out，above all

句型：

1. as if / as though似乎，好像

2. be +adj. + enough + to do... 足夠……而可以做……

3. so... that...如此……以至于……

4.prep. + which / whom 引導的定語從句

參考范文：

Li Hua was sensitive to music and showed a great gift for performing as if he were born a talent. He was confident enough to play music in public and always dreamed of becoming a folk musician. He attached importance to being independent and never relied on his parents. Once he formed a band to earn extra cash. They wore false beards to pretend to be the musicians with whom people were familiar. In addition, their humorous performances by playing jokes on each other were so humorous that the fans were all fond of their band. Afterwards, he sorted out attractive music from which he made a record in a studio. A million or so copies were sold out and he became a millionaire.His band broke up finally, but above all, he realized his dream to be a musician.

方法二的練筆方法比方法一的略難一點，需要學生自己選取一個中心或立意，然后展開，并能自圓其說，適合在每冊書學完后進行各個單元回顧時使用。

二、課堂口頭作文訓練

在進行每篇課文的學習過程中，可以選取適當?shù)慕嵌冗M行口頭作文訓練，但切忌一下子拋給學生一個題目進行口頭作文，這樣會嚇倒一片?？梢愿鶕?jù)課文內(nèi)容特點，教師先采用問題的方式，分步引導學生思考，于潛移默化中一步步地達成目標。

例3：人教版Book 7 Unit 5 Travelling abroad — Keep it up, Xie Lei 口頭作文訓練步驟

步驟一：學生在小組內(nèi)就以下問題逐一進行問答或探討：

1．What are the advantages of studying abroad?

2．What are the disadvantages of studying abroad?

3．If you have an opportunity, would you like to study abroad? Why？

4．If you study abroad, would you prefer to live with a host family or live with other students in an apartment? Why？

可先復習本單元的以下重點詞匯：

independent 獨立的

knowledge and technology 知識和技術(shù)

broaden 拓寬

relaxing 放松的

anxiety 焦慮

communicate with 與……交流

tiring 令人厭煩的，無聊的

alone 獨自的

substitute 替代

idiom 成語，習語

atmosphere 氣氛

步驟二：課堂上進行小組討論成果展示，問題1～3 一部分，問題4一部分。

學生很自然地會根據(jù)課文總結(jié)出出國學習的諸多好處，如：

1．It will help us to be independent.

2．It would be easier to learn a foreign language.

3．It would be easier to learn advanced knowledge and technology.

4．It helps to learn a lot about local customs and broaden our views.

5．It’s fun to live in a new country.

不利之處，如：

1．At first it is difficult to communicate with others.

2．It will cost a lot of money.

3．It may be difficult to live in a new country.

4．If a child studies alone in a new country, he/she has to look after himself/herself.

喜歡與寄宿家庭住在一起的原因：

1．Because I can find a substitute family when homesick.

2．Because I can enjoy a family atmosphere.

3．Because I can ask the host family members for help when I meet with difficult idioms.

4．Because I can cook Chinese food when I miss motherland badly.

不喜歡與寄宿家庭住在一起的原因：

1．Because I can learn to live more independently.

2．Because I can learn how to get on well with others.

3．Because I can experience more new things.

4．Because I can know more about different cultures.

步驟三：每小組選取一人整體展示問題1～4的成果，形成一篇口頭作文。

步驟四：課后以“Studying abroad”為中心，完成一篇書面表達。

如果每篇課文都能持之以恒地這樣練習，既鞏固了本單元的基礎(chǔ)知識，也練習了口語和思辨能力，書面表達水平也會在不知不覺中得到提高。在閱讀題目的講評中，如果碰到合適的素材也可以利用這一方法加以訓練，從而拓展思維。

三、語法小練筆

可以在每個單元的隨堂小練筆中加入本單元的語法功能項目，也可以就某一重要語法進行單獨的語法小練筆專項訓練。

例4：人教版Book1 Unit 4 Earthquake語法功能項目是定語從句，可以就這一語法結(jié)合本單元重點詞語進行專項訓練。

要求：以下小練筆每句均需使用定語從句

我正打算祝賀王偉取得了進步，他突然大哭起來。他告訴我他的家鄉(xiāng)發(fā)生了地震，這次地震造成了巨大的損失和損害。好像整個世界到了末日，水管破裂，家具被埋，供電被切斷，人們受傷、受困。人們遭受了極端的痛苦，這讓我震驚。他處于一種無法集中注意力上課的狀態(tài)之中。我盡最大努力安慰他：“全國各地都有隊伍來營救那里受困的人們。幸存者被挖掘出來并由政府提供了日用品和避難所……”聽到這些，王偉逐漸平靜下來，從他臉上的表情判斷，他感到輕松了許多。

參考范文：

Wang Wei burst into tears, to whom I was about to express my congratulations on his progress. He told me that an earthquake had struck his hometown which caused great loss and damage. It seemed as if the world was at an end where water pipes cracked, furniture was buried, electricity supply was cut off and people were trapped or injured. People were in extreme sufferings,which made me shocked. He was in a sad mood which made it impossible for him to concentrate on his lessons. itried my best to comfort him, “Teams from all the places in our nation have come to rescue the people there who are trapped. The survivors are dug out for whom our government provide shelters and necessities... ” Hearing this, Wang Wei gradually calmed down,from whose expression I can judge that he felt great relief. （文中畫線部分均引導了定語從句）

這種語法小練筆既能強化練習本單元的重點詞語，又能有效訓練本單元的專題語法，一舉兩得，在實際教學中行之有效，作用立竿見影。

四、英語周記訓練

優(yōu)秀的書面表達一定是源自日?；A(chǔ)詞匯、句型及語法知識的積累和堅持不斷的訓練，因此，每周除課堂上至少要進行兩次課堂小練筆外，還要設(shè)立周記本，周末進行一次英語周記訓練。

每周的周記內(nèi)容可來源于本周所學單元的內(nèi)容，并要求盡可能多地使用本單元的基礎(chǔ)詞語、句型或語法。

例5：人教版Book 8 Unit 2 Cloning 周記訓練

可給學生一個較寬泛的題目：I want to clone...

學生自我選擇了想克隆的人或物后，自然而然地會陳述自己的理由和克隆后的美好愿景，無論水平高低，人人有的寫，寫出來又很有趣。

當時我班學生選擇的想克隆的人或物五花八門又很有趣：如，比爾?蓋茨、自己、已死去的小狗、丟失的一件紀念品……在批閱時我有時忍俊不禁，有時又隨著學生的筆觸感傷……有一個學生把比爾?蓋茨的照片都貼到了自己這篇作文的邊上，可見是用了一番工夫。

例6：人教版Book 2 Unit 2 The Olympic Games周記訓練

當時學習這一單元時，恰逢我校舉行秋季運動會，因此那一周的周記任務(wù)就定為“The Autumn Sports Meeting in Our School”。無需教師給出詞匯或語法參考，學生借著剛開完運動會的興奮勁，為了寫出一篇像樣的作文，自然就無數(shù)遍地翻查生詞表、翻查課文，直到用上自己滿意的詞匯或句型為止。

這一種訓練方式的好處就是給學生充分的發(fā)揮空間，學生的不同思想或思維模式也表現(xiàn)得淋漓盡致，教師在批閱時也懷著一種探險或期待的心情，不至于像批閱考試作文那樣千篇一律，有點乏味。

總之，以上四種方法只是本人在教學和備考中的一點心得，僅僅起到拋磚引玉的作用。教無定法，只要教師在平日教學中多挖掘教材，多辟蹊徑，書面表達也會像閱讀或其他題目一樣有趣。