二次利用高考語(yǔ)篇，提升英語(yǔ)寫作能力

史文濤

（河北省唐山市第二中學(xué)）

在高中階段，英語(yǔ)寫作占有重要的地位，而且在未來的專業(yè)學(xué)習(xí)中，寫作仍占有重要地位?！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)（2017 年版2020 年修訂）》明確指出：語(yǔ)言能力指在社會(huì)情境中，以聽、說、讀、看、寫等方式理解和表達(dá)意義的能力，以及在學(xué)習(xí)和使用語(yǔ)言的過程中形成的語(yǔ)言意識(shí)和語(yǔ)感。因此，寫作是學(xué)生要掌握的語(yǔ)言能力之一。然而，長(zhǎng)期以來，寫作一直困擾著學(xué)生。高考語(yǔ)篇語(yǔ)言地道、題材新穎，能夠給學(xué)生提供高質(zhì)量且豐富的寫作素材。學(xué)生可二次利用高考語(yǔ)篇，通過模仿訓(xùn)練，不斷強(qiáng)化英語(yǔ)寫作技能，進(jìn)而提升寫作能力。

● 學(xué)生在寫作方面存在的問題

1.動(dòng)機(jī)不強(qiáng)。學(xué)生對(duì)于老師布置的寫作任務(wù)熱情不高，懶得動(dòng)筆去寫，甚至有部分學(xué)生產(chǎn)生抵觸情緒；

2.言之無(wú)物。學(xué)生的寫作內(nèi)容空洞，詞匯匱乏，甚至無(wú)法清楚準(zhǔn)確地表達(dá)信息；

3.語(yǔ)言欠佳。英漢表達(dá)的差異，加之語(yǔ)言輸入量與質(zhì)的限制，使學(xué)生表達(dá)邏輯不清，在寫作中會(huì)出現(xiàn)漢式表達(dá)或者典型的錯(cuò)誤表達(dá)。

以上問題會(huì)使部分學(xué)生不能寫、不會(huì)寫、不愿寫，在英語(yǔ)寫作中無(wú)法獲得英語(yǔ)學(xué)習(xí)的快樂。因此，我們要有高質(zhì)量的語(yǔ)言輸入，而且在日常的學(xué)習(xí)中要有寫作的機(jī)會(huì)，才能在日積月累中提升英語(yǔ)寫作能力。

● 二次利用高考閱讀語(yǔ)篇的優(yōu)勢(shì)

1.高考語(yǔ)篇體裁豐富。每年的高考題體裁多樣，涵蓋應(yīng)用文、記敘文、說明文和議論文等，因此我們能接觸到不同體裁文章的結(jié)構(gòu)、語(yǔ)言風(fēng)格以及詞匯；

2.高考語(yǔ)篇題材新穎，貼近生活。如果從題材的主題語(yǔ)境來劃分，高考語(yǔ)篇均可歸為人與自我、人與社會(huì)和人與自然三大主題語(yǔ)境。這些優(yōu)質(zhì)素材無(wú)論從信息的提供方面還是從價(jià)值觀的引導(dǎo)方面都會(huì)給予我們啟發(fā)；

3.高考語(yǔ)篇語(yǔ)言質(zhì)量高。高考語(yǔ)篇大多是出自國(guó)外著名媒體撰稿人之手，文章結(jié)構(gòu)合理，語(yǔ)言地道；而且在高考試題命制的過程中，改編者也都是英語(yǔ)語(yǔ)言專家。

所以，高考語(yǔ)篇在提升寫作能力方面有很大的利用價(jià)值，可充分利用高考語(yǔ)篇，把高考語(yǔ)篇作為語(yǔ)言輸入的素材，以讀寫結(jié)合的方式，有針對(duì)性地進(jìn)行多層次、多維度的寫作訓(xùn)練。若只是停留在“做題論題”的層面，便失去了理解和學(xué)習(xí)的好機(jī)會(huì)，學(xué)習(xí)資源沒有得到充分利用。

● 二次利用高考語(yǔ)篇的實(shí)例

實(shí)例一 Sentence Writing

高考語(yǔ)篇常常會(huì)考查我們對(duì)長(zhǎng)難句的掌握和理解，這其中會(huì)涉及一些復(fù)雜的語(yǔ)法現(xiàn)象。例如：

（2022 年全國(guó)新高考Ⅰ卷閱讀B）In fact,Royte writes,“if food waste were a country,it would be the third largest producer of greenhouse gases in the world.”

句中的虛擬語(yǔ)氣這一語(yǔ)法現(xiàn)象比較難掌握，因此我們可以嘗試完成如下的寫作任務(wù)：

以If I were...開頭寫兩句和該句結(jié)構(gòu)相同的if虛擬條件句。比如，我們可以寫出以下兩個(gè)類似的句子：

If I were Bill Gates,I would be the richest person in the world.

If I were at the stadium,I would see my favourite football star in person.

實(shí)例二 Paragraph Writing

通過段落寫作不僅可以運(yùn)用高考語(yǔ)篇中的語(yǔ)塊和句法結(jié)構(gòu)，還可以理清句與句之間的邏輯關(guān)系。

1.（2018 年全國(guó)Ⅰ卷閱讀D）...Devices were grouped by generation.Desktop computers,basic mobile phones,and box-set TVs defined 1992.Digital cameras arrived on the scene in 1997.And MP3 players,smart phones,and LCD TVs entered homes in 2002,before tablets and e-readers showed up in 2007.

該部分闡明了隨著時(shí)間的推移電子產(chǎn)品更新?lián)Q代。我們可試著仿寫一段話，談?wù)勚袊?guó)社交媒體渠道的變化。比如，我們可以寫出類似下面的段落：

Social media channels in China were grouped by generation.QQ defined 1999.Sina Micro-blog arrived on the scene in 2009.And WeChat entered homes in 2011,before Douyin,also known as TikTok showed up in 2006.

2.（2021 年全國(guó)新高考Ⅰ卷閱讀A）該語(yǔ)篇是一篇應(yīng)用文，介紹了去羅馬旅游時(shí)可選擇的四家價(jià)格實(shí)惠且環(huán)境舒適的招待所。

Rome can be pricey for travelers,which is why many choose to stay in a hostel（旅社）.The hostels in Rome offer a bed in a dorm room for around $ 25 a night,and for that,you’ll often get to stay in a central location（位置）with security and comfort.

Yellow Hostel

If I had to make just one recommendation for where to stay in Rome,it would be Yellow Hostel.It’s one of the best-rated hostels in the city,and for good reason.It’s affordable,and it’s got a fun atmosphere without being too noisy.As an added bonus,it’s close to the main train station.

Hostel Alessandro Palace

If you love social hostels,this is the best hostel for you in Rome.Hostel Alessandro Palace is fun.Staff members hold plenty of bar events for guests like free shots,bar crawls,and karaoke.There’s also an area on the rooftop for hanging out with other travelers during the summer.

Youth Station Hostel

If you’re looking for cleanliness and a modern hostel,look no further than Youth Station.It offers beautiful furnishings and beds.There are plenty of other benefits,too;it doesn’t charge city tax;it has both air conditioning and a heater for the rooms;it also has free Wi-Fi in every room.

Hotel and Hostel Des Artistes

Hotel and Hostel Des Artistes is located just a 10-minute walk from the central city station and it’s close to all of the city’s main attractions.The staff is friendly and helpful,providing you with a map of the city when you arrive,and offering advice if you require some.However,you need to pay 2 euros a day for Wi-Fi.

我們可總結(jié)出如下表格：

通過表格我們可以從語(yǔ)篇中提取相關(guān)表達(dá)，感悟語(yǔ)言，然后完成如下的段落寫作任務(wù)進(jìn)一步運(yùn)用語(yǔ)言。

為某賓館寫一段英文介紹：距離火車站步行7 分鐘；環(huán)境優(yōu)雅舒適，價(jià)格實(shí)惠，服務(wù)周到，Wi-Fi 覆蓋。

實(shí)例三 Essay Writing

通過篇章寫作，我們就可以掌握相關(guān)語(yǔ)篇知識(shí)，學(xué)會(huì)使用各種銜接手段以使行文連貫，更準(zhǔn)確、深刻地理解文章，把握文章結(jié)構(gòu)，理解上下文的銜接關(guān)系，即句與句、段與段之間的邏輯關(guān)系。

1.（2010 年湖北卷完形）該語(yǔ)篇是一篇記敘文，從第三人稱的視角敘述了妻子Susan 因?yàn)橐淮我馔馐鞫械浇^望。丈夫Mark 竭盡全力幫助她，最后Susan 又回到了工作崗位的故事。

The passengers on the bus watched with sympathy as Susan made her way carefully up the steps.She paid the driver and then,using her hands to 31 the seats,settled in one of them.

It had been a year since Susan became blind.As the result of an accident she was suddenly thrown into a world of 32 .Susan’s husband Mark watched her 33 into hopelessness and he was 34 to use every possible means to help his wife.

Finally,Susan felt ready to 35 to her job,but how would she get there? She used to take the bus,But she was now too 36 to get around the city by herself.Mark 37 to ride the bus with Susan each morning and evening 38 she could manage it by herself.

For two weeks,Mark 39 Susan to and from work each day.He taught her how to rely on her other 40 ,specifically her hearing,to determine where she was and how to adapt to her new 41 .

At last,Susan decided that she was ready to try the trip 42 .Monday morning arrived.Before she left,she hugged her husband 43 ,her eyes filled with tears of gratitude（感 激）.She said good-bye and,for the first time,they went their 44 ways.Each day went perfectly,and a wild excitement 45 Susan.She was doing it!

On Friday morning,Susan took the bus to work 46 .As she was getting off the bus,the driver said,“Miss,I sure 47 you.” Curious,Susan asked the driver 48 .

“You know,every morning for the 49 week,a fine-looking gentleman in a military uniform has been standing across the corner watching you until you enter your office building safely,” the bus driver said.

Tears of happiness poured down Susan’s cheeks.She was so lucky for he had given her a gift more powerful than 50 .That is the gift of love that can bring light where there is darkness.

該語(yǔ)篇情節(jié)完整，故事線和情感線清晰分明，而且語(yǔ)言地道。語(yǔ)篇中還有多處情感描寫，為我們讀后續(xù)寫的語(yǔ)言積累提供了很好的語(yǔ)言素材。在完成寫作任務(wù)之前，我們可以先總結(jié)出如下表格：

根據(jù)該完形語(yǔ)篇的特點(diǎn)我們可以完成如下的寫作任務(wù)：從第一人稱Susan 或Mark 的視角重寫文章。

當(dāng)我們對(duì)這一語(yǔ)篇的內(nèi)容已熟悉，在二次利用該語(yǔ)篇進(jìn)行寫作時(shí)，就會(huì)思考是從妻子還是丈夫的角度去寫，在寫的過程中需要保留哪些內(nèi)容，還要突出Susan 或Mark 的情緒描寫。因此，我們需要反復(fù)閱讀文章，體會(huì)語(yǔ)言，再進(jìn)行錘煉，在此過程中自然也達(dá)到了對(duì)語(yǔ)言掌握、吸收的效果。

2.（2019 年全國(guó)Ⅰ卷閱讀B）該語(yǔ)篇是一篇記敘文，講述了二年級(jí)的移民兒童Chris 在學(xué)英語(yǔ)的過程中缺乏自信，Thomas Whaley 老師發(fā)起了一項(xiàng)“總統(tǒng)競(jìng)選演講”活動(dòng)，幫助孩子們建立自信，發(fā)現(xiàn)自己的優(yōu)點(diǎn)。

For Canaan Elementary’s second grade in Patchogue,N.Y.,today is speech day,and right now it’s Chris Palaez’s turn.The 8-year-old is the joker of the class.With shining dark eyes,he seems like the kind of kid who would enjoy public speaking.

But he’s nervous.“I’m here to tell you today why you should...should...”Chris trips on the“-ld,”a pronunciation difficulty for many non-native English speakers.His teacher,Thomas Whaley,is next to him,whispering support.“...Vote for...me...”Except for some stumbles,Chris is doing amazingly well.When he brings his speech to a nice conclusion,Whaley invites the rest of the class to praise him.

A son of immigrants,Chris started learning English a little over three years ago.Whaley recalls（回想起）how at the beginning of the year,when called upon to read,Chris would excuse himself to go to the bathroom.

Learning English as a second language can be a painful experience.What you need is a great teacher who lets you make mistakes.“It takes a lot for any student,”Whaley explains,“especially for a student who is learning English as their new language,to feel confident enough to say,‘I don’t know，but I want to know.’”

Whaley got the idea of this second-grade presidential campaign project when he asked the children one day to raise their hands if they thought they could never be a president.The answer broke his heart.Whaley says the project is about more than just learning to read and speak in public.He wants these kids to learn to boast（夸耀）about themselves.“Boasting about yourself,and your best qualities,”Whaley says,“is very difficult for a child who came into the classroom not feeling confident.”

語(yǔ)篇采用插敘的敘述方式，通過Chris 前后表現(xiàn)的對(duì)比串起整個(gè)事件。首先找出語(yǔ)篇中Chris 前后的不同表現(xiàn)以及Thomas Whaley 老師的具體做法，再梳理語(yǔ)篇的結(jié)構(gòu)。以下是語(yǔ)篇結(jié)構(gòu)圖：

經(jīng)過結(jié)構(gòu)梳理后，我們對(duì)語(yǔ)篇的內(nèi)容清晰明了。以How Does Thomas Whaley Boost Chris’ Confidence為題，對(duì)比語(yǔ)篇的內(nèi)容前后進(jìn)行寫作。在寫作過程中，我們還應(yīng)關(guān)注以下幾點(diǎn)：

1）Chris 之前缺乏自信的表現(xiàn)是什么？

2）Thomas Whaley 當(dāng)時(shí)的心情如何？

3）Thomas Whaley 具體做了什么來激發(fā)孩子們的信心？

4）Chris 信心滿滿的表現(xiàn)什么？

對(duì)這樣的寫作活動(dòng)，我們?cè)趯懼笆怯行睦頊?zhǔn)備的，而且在寫的過程中要反復(fù)研讀語(yǔ)篇，根據(jù)語(yǔ)篇結(jié)構(gòu)圖也可以適當(dāng)增加細(xì)節(jié)，激發(fā)自身儲(chǔ)備的語(yǔ)言積累，還可以對(duì)語(yǔ)篇進(jìn)行再加工和創(chuàng)造。

實(shí)例四 Opinion&Fact Writing

議論文中的論點(diǎn)和論據(jù)是通過論證組織起來的。論證是運(yùn)用論據(jù)來證明論點(diǎn)的過程和方法，是論點(diǎn)和論據(jù)之間邏輯關(guān)系的紐帶。以2020 年全國(guó)Ⅰ卷閱讀D 篇（第一段）為例：

The connection between people and plants has long been the subject of scientific research.Recent studies have found positive effects.A study conducted in Youngstown,Ohio,for example,discovered that greener areas of the city experienced less crime.In another,employees were shown to be 15% more productive when their workplaces were decorated with houseplants.

32.What is the first paragraph mainly about?

A.A new study of different plants.

B.A big fall in crime rates.

C.Employees from various workplaces.

D.Benefits from green plants.

該題旨在考查我們對(duì)語(yǔ)段主旨大意的把握，考查我們分辨該語(yǔ)段中什么是事實(shí)、什么是觀點(diǎn)的能力。因此對(duì)于高考議論文語(yǔ)篇閱讀，在歸納議論文框架特征后，我們有必要做一些呈現(xiàn)事實(shí)和觀點(diǎn)關(guān)系的微寫作任務(wù)。如果語(yǔ)篇提供了觀點(diǎn)，我們可以寫出恰當(dāng)?shù)氖聦?shí)；如果語(yǔ)篇提供了事實(shí)，我們可以推測(cè)出其所論證的觀點(diǎn)。這樣的微寫作任務(wù)不僅解決了語(yǔ)言知識(shí)儲(chǔ)備不足的問題，而且強(qiáng)化了對(duì)議論文觀點(diǎn)和事實(shí)之間邏輯關(guān)系的認(rèn)知。《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017 年版2020 年修訂）》明確指出,在選擇性必修中，表達(dá)性技能要求以書面形式描述、概括經(jīng)歷、事實(shí)；以書面形式傳遞信息、論證觀點(diǎn)、表達(dá)情感。所以，雖然這樣的微寫作任務(wù)并非高考直接考查的項(xiàng)目，卻能幫助我們?cè)趯懽鞯倪^程中鍛煉概括事實(shí)和論證觀點(diǎn)的能力。

針對(duì)2021 年浙江卷閱讀D 篇第三段，我們可以根據(jù)事實(shí)概括作者的觀點(diǎn)：

Some people seem willing to work around the clock in their narrow specialty.______ These specialists could work at the office until each night,then look back and realize they would have loved to have gone home and enjoyed the sweetness of their family and friends,or traveled to exciting places,meeting interesting people.Mastering one thing to the exclusion（排除）of others can hold back your true spirit.

針對(duì)2021 年浙江卷D 篇第四段，我們可嘗試寫出事實(shí)來支撐作者的觀點(diǎn)：

Generalists,on the other hand,know a lot about a wide range of subjects and view the whole with all its connections.

__________________________________________________________________________________

在寫作前，要認(rèn)真研讀高考語(yǔ)篇，從現(xiàn)有的思維水平出發(fā)，找準(zhǔn)語(yǔ)篇中促進(jìn)寫作水平的切合點(diǎn)，通過寫作來鍛煉思維；在寫作過程中，如果我們能充分運(yùn)用高考語(yǔ)篇中的語(yǔ)言表達(dá)和句型結(jié)構(gòu)，就能促成從能寫、會(huì)寫，到愿意寫的轉(zhuǎn)變，進(jìn)而產(chǎn)生積極的學(xué)習(xí)情緒，激發(fā)出內(nèi)在的學(xué)習(xí)動(dòng)機(jī)，日積月累，我們的寫作能力自然就會(huì)得到提升。

高考英語(yǔ)語(yǔ)篇通常被用來檢測(cè)閱讀理解和信息加工能力，但其學(xué)習(xí)價(jià)值遠(yuǎn)遠(yuǎn)沒有得到充分開發(fā)和利用。語(yǔ)言能力的實(shí)質(zhì)是語(yǔ)篇能力（discourse competence）（McCarthy 2004），即對(duì)語(yǔ)篇的全面、準(zhǔn)確的理解能力與合乎英語(yǔ)語(yǔ)篇模式和結(jié)構(gòu)的書面表達(dá)能力。而語(yǔ)篇能力又包括基于語(yǔ)言知識(shí)的語(yǔ)言能力（language competence）和交際能力（communicative performance）。高考英語(yǔ)語(yǔ)篇都選自英語(yǔ)國(guó)家規(guī)范的英語(yǔ)媒體，給我們提供了豐富的英語(yǔ)學(xué)習(xí)資源。因此，二次利用高考語(yǔ)篇有助于培養(yǎng)語(yǔ)篇意識(shí)和語(yǔ)篇能力，通過寫作發(fā)揮我們?cè)趯W(xué)習(xí)中的主體作用，進(jìn)而促進(jìn)寫作能力的提升。