高三英语个性化书面表达教学策略

杨 成

高三英语个性化书面表达教学策略

杨 成

本文针对高三学生在英语书面表达中存在的语言平淡、内容同质化等问题，建议教师在高三英语写作教学中应改进教学策略，引导学生在书面表达中体现鲜明的个性。

高三英语；书面表达；写作教学

一、引言

众所周知，书面表达在高中英语教学中的地位举足轻重，广大高中英语教师也非常重视学生写作能力的提高。不过，近年来笔者发现一个问题：随着我国义务教育阶段学生英语水平的提高，进入高中段后学生的写作能力也有所提升，大多数学生的书面表达条理清晰、要点齐全。但美中不足的是很多学生的文章语言平淡、思路狭窄，令人读后感觉味同嚼蜡。尤其是在诸如高考这样的重要考试中，很多学生的英语作文语言无亮点、内容同质化，阅卷教师读后认为这些文章缺乏个性，很难为之心动，自然给分不高。

书面表达内容了无新意的现象在学生整个高中阶段的英语写作中都很普遍，但个性化书面表达对学生写作能力的要求较高，在高一、高二阶段实施有一定难度。高三的学生心智更为成熟、语言知识储备更为丰富，更为重要的是，高三学生即将面临高考，他们有着迫切提高英语写作水平的现实需求，因而更乐意配合教师提出的写作要求，因此本文聚焦高三学生的英语书面表达。

二、英语书面表达缺乏个性的原因

2013年浙江省高考英语书面表达题目为One thing I'm proud of，大多数考生写的是车上让座、雨中送伞、考试失败绝不放弃……高三学生的书面表达为什么会千人一面呢？

从学生层面来看，很多学生平时不注重积累语言素材和拓展写作思维，有的想投机取巧，热衷于背诵所谓的“作文模板”，到考试时又不懂得灵活运用，只知道生搬硬套、东拼西凑，因此写出的文章明显带有死记硬背的痕迹，缺乏作者的个性化表达，使作者写作能力低、思路狭窄的弱点暴露无遗。

从教师层面来看，部分高三教师不太重视书面表达，认为写作教学耗时费力，且成效不彰；还有些教师虽然认为书面表达很重要，但在策略指导方面浮于表面，针对性不强，不能帮助学生切实提高书面表达能力。

三、个性化书面表达的教学策略

所谓个性化书面表达，是指作文应具备以下特征：（1）句式多变。作者可以使用简单句，但必要时应使用高级句型，并且做到长短句结合，句式丰富多彩。（2）内容新颖。在不偏离主题的前提下，文章内容应尽量做到新颖独特，不要人云亦云，要“言人之所未言”。（3）思想深刻。文章

表达的主题应有一定的思想深度，读后能发人深省，给人启迪。

由于英语高考作文大多数只有100-120字的篇幅，因此高三学生要想在方寸之间展现自己的个性，让自己的作文从众多文章中脱颖而出并不容易。为使学生的作文具备上述个性化特征，笔者指导学生采取以下策略。

（一）在细节拓展时张扬想象丰富之个性

通过研读近年来全国各省市高考英语试卷可以发现：开放或半开放性作文试题受到命题者的青睐。原因在于这类作文的中文提示没有提纲作文那么多，而只是给考生提供了一些写作要点。如果要达到试题要求，考生必须对要点进行适当的拓 展，其主要手段就是在文章中增加细节描写。如2009年高考英语全国卷I的英语作文：

假定你是李华，正在英国接受英语培训，住在一户英国人家里。今天你的房东Mrs Wilson不在家，你准备外出，请给Mrs Wilson写一留言条，内容包括：1）外出购物；2）替房东还书；3）Tracy来电话留言：（1）咖啡屋（Bolton Coffee）见面取消；（2）此事已告知Susan；（3）尽快回电。注意：词数100左右；可以适当增加细节，以使行文连贯。

如果只是简单地将以上要点译成英语再连句成篇，考生将无法按照字数要求完成写作任务，更何况命题者明确指出“可以适当增加细节，以使行文连贯”。在此文的写作训练中，笔者指导学生做如下拓展（下文中粗体字部分）：

1）外出购物

I'm going out shopping.

拓展：I'm going out shopping, and won’t be back until about 5:00 pm.

2）替房东还书

I will remember to return the book you borrowed.

拓展：I will remember to return the book you borrowed from the City Library on my way.

3）Tracy来电话留言

（1）咖啡屋（Bolton Coffee）见面取消

Tracy called, saying that she couldn't meet you at Bolton Coffee.

拓展：At about 1 o’clock this afternoon, Tracy called, saying that she couldn't meet you at Bolton Coffee tomorrow morning as she has something important to deal with.

（2）此事已告知Susan

She has already told Susan about this change.

拓展 1：She has already told Susan about this change and she felt sorry about it.

拓展 2：She has already told Susan about this change so you needn’t worry about Susan.

（3）尽快回电

She wanted you to call her back as soon as possible.

拓展 1：She wanted you to call her back as soon as possible so that you could make it another time for the meeting.

拓展 2：She wanted you to call her back as soon as possible so that she could tell you about the change in detail.

笔者旨在通过以上练习引导学生认识到，细节拓展应该始终围绕文章主题，不做过度延伸。但如果缺少细节拓展，文章内容就会显得单薄，上下文跳跃性过大。在笔者看来，细节拓展是试题中没有提及而需要学生通过合理想象才能完成的，这就为学生提供了一个展示自我、张扬个性的空间。

（二）在衔接过渡处彰显语篇流畅之个性

一提到文章衔接，很多师生立刻会想到表示时间关系、转折关系、因果关系、递进关系和总结的过渡性词语。

然而正是由于平时教师过分强调连接词，很多学生就在自己的作文中大量使用，结果写出来的文章千篇一律。事实上，如果我们细心研究一下近年来各地高考英语作文范文就会发现，与相对固定的连接词相比，一些起着衔接作用的过渡句更能体现作者的写作水平。如2012年福建卷英语作文范文：

Mind Your Behavior in Public Places

Last Sunday, I went sightseeing with my friends in the Fairy Lake Park. The park was full of freshness and beauty of spring with the sun shining and birds singing.When I was enjoying the fantastic scenery around, something unpleasant caught my eye.A young couple in a boat were eating, talking and laughing loudly as if they were the only people in the world. What's worse, they spat and even threw rubbish into the lake, totally ignoring the noticeable sign “No Littering” nearby. What a shame!

Such behavior left me deep in thought.If all visitors to the Fairy Lake Park do as the couple did, the lake will be severely polluted and soon turned into a huge dustbin. I think all of us should mind our behavior in public places. Only in this way can we live in more comfortable and beautiful surroundings.

文中画线部分就是过渡句。在教学中，笔者要求学生将这两句从原文中去掉再读原文，他们立刻体会到过渡句的重要性：若没有它们承上启下，文章就不再流畅。但是这样的过渡句需要作者根据文章的主题随机应变才能写就，光靠死记硬背固定句型是无法写出来的。对学生而言，这既是挑战，又是机遇，因为他们可以在这一部分开动脑筋，通过添加一些有差异的过渡性语句来彰显自己的个性。

在教学中，笔者这样对学生进行训练：将高考英语作文范文中的过渡性语句去掉，然后请学生重新填写。例如，对于2012年福建卷英语作文范文中的第一个过渡句，有学生这样写道：

We were enjoying the beauty of the lake when we saw something unpleasant.

也有学生这样表达：

Compared with the beautiful sight, two people's behavior was terrible.

还有学生用下面这句代替范文中的第二个过渡句：

Words failed me to describe my shock. They polluted the environment and left us a bad impression.

这些过渡性语句独树一帜，令人过目难忘。

（三）在语言表达上显示功底深厚之个性

在一次期中考试后，笔者将高一英语作文试题布置给高三学生作为课外作业，结果发现很多高三学生写出的文章与高一学生的文章相比并无显著差异。高三学生的作文词汇贫乏，语言结构形式单一，这主要表现在同一词汇重复出现，文章全部采用简单句等方面。实际上，近年来高考英语书面表达对学生的语言表达能力要求越来越高，运用高级词汇和复杂语言结构已成为高考范文最典型的特征之一。如2013年湖北卷英语书面表达题：

请根据以下提示，并结合事例，用英语写一篇短文。We all know that “sticks and stones may break our bones”, but we should also be aware that words can hurt people, too.

学生的一篇习作如下：

My classmate admires my fluent English very much and I usually feel encouraged by his compliments.

One day,when we learned the new word“eccentric” in class,we were asked to make a sentence with it. I volunteered to do it by saying “My deskmate is an eccentric boywhose clothes never fit him.” Hearing this,the whole class burst into laughter and my deskmate's face turned red. After class, I learned from the teacher thatmy deskmate would have dropped out of school if he hadn't been helped by others.My mindless words must have hurt him deeply.

Not until then did I realize words could be powerful in both positive and negative ways.We should avoid hurting others if we can't always be encouraging when we speak.

如文中画线部分所示，短短一百多字的文章包含了时间状语从句、定语从句、非谓语动词、虚拟语气以及倒装句。如果要求学生达到这样高的语言水平，教师就必须在平时的写作训练中培养学生的语言意识，指导他们在作文中尝试运用

高级词汇和复杂句型。在日常教学中，笔者采取以下方法帮助学生提高英语写作能力：

1.词语转换

用高级词汇代替一般用语。例如：

1) Suddenly I had a good idea.→All of a suddena good ideaoccurredto me.

2) English is playing a more and more important part in modern society.→ English is playing anincreasinglyimportant part in modern society.

2.句型升级

用复杂结构代替一般句型。例如：

1) When he heard the news, he jumped with joy.→ Hearing the news, he jumped with joy.（现在分词）

2) The house is beautiful. We live in the house.→ The house in which we live is beautiful.（定语从句）

3) Because there were no buses, we had to walk home.→ There being no buses, we had to walk home.（独立主格结构）

4) The villagers didn't realize the importance of protecting environment until all the fish in the river died out.→ It was not until all the fish in the river die d out that the villagers realized the importance of protecting environment.（强调句型）

5) A tall tower stands in front of the building.→In front of the building stands a tall tower.（倒装句）

3.一句多译

用多种方法改写某个句子。例如：

Great changes have taken place in my hometown in the past few years.→

My hometown has changed a lot in the past few years.

My hometown is no longer what it was a few years ago.

Having changed a lot, my hometown is beyond recognition.

My hometown is quite different from what it used to be.

The past few years have witnessed great changes in my hometown.

My hometown has experienced/undergone dramatic changes in the past few years.

运用这种方式可以帮助学生开拓思维，丰富语言积累。

（四）在语篇总结中凸显寓意深刻之个性

通过研究近年来各地高考试题，笔者发现很多英语 书面表达总结部分都要求学生写出自己的感想、评论或启示。笔者认为作文试题中这一部分最为开放，它为考生提供了一个充分展示自己写作才能的空间。在语篇总结部分，优秀的考生可以将自己独特的思维品质展现在阅卷者面前，写出寓意深刻的佳作来。不过颇为遗憾的是，大多数考生在这一环节表现得不尽如人意：或归纳不出紧扣主题的个人观点，写出的文章逻辑混乱、不知所云；或有独到见解但是语言表达乏力，结果前功尽弃。

若要解决此类难题，教师就应在平时的写作教学中帮助和引导学生积累相关的语言素材。笔者的做法是要求学生在平时的阅读中积累类似的语句或语段，然后在写作中加以创造性的使用。在实际操作中，笔者指导学生建立素材库，将各种表达感悟或观点的语句储存起来，以便写作时随时调用。学生获取语言素材的渠道如下：

1.现行教材

浙江省高中大多采用人教版NSEFC教材，教材中可供学生借鉴模仿来总结观点或发表感想的语言素材非常丰富。以下仅以必修4中的部分内容为例：

1) Further reading made me realize that it was hard work and determination as well as her gentle nature that got her into medical school. What made her succeed later on was the kindness and consideration she showed to all her patients.

2) As Victor Hugo once said, “Laughter is the sun that drives winter from the human face.”

3) He is loved and remembered as a great actor who could inspire people with great confidence.

4) With all these attractions, no wonder tourism is increasing wherever there is a Disneyland. If you want to have fun and more than fun, come to Disneyland!

2.课外读物

教师还可以指导学生从网络上或市面上流行的英语读物中获取语言素材。下面这些语句是笔者从一些读物中节选出来的：

1) When you make a mistake the last thing you want to do is run away from it.

2) Don't forget God always keeps an alternative door open for everyone. While the front door is closed, there must be another open for you.

3) Hope is always available to us. When we feel defeated, we need only take a deep breath and say“Yes,” and hope will reappear.

4) Understand that failure isn't the opposite of success. Failure is an essential part of success.

3.高考试题

高考试题中也有很多描述个人感想或评论的绝妙素材，教师在评讲这些试题时可以指导学生收集整理。下面这些语段选自2013年高考试题：

1) My wheelchair experiment was soon54. It made a deep impression on me. A few hours of“disability” gave me only a taste of the55, both physical and mental, that disabled people must overcome.（2013新课标全国卷I，完形填空）

2) Maybe I gave David something. But I also learned that one — without any words — can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.（2013广东卷，阅读理解C）

3) She said it was a family heirloom（传家宝）, but to me it is a treasured symbol of appreciation and pride that cannot be matched with things.（2013湖南卷，阅读理解B）

4.经典谚语

谚语作为文章结语具有高度概括性，若运用得当会为文章增色不少。如2013年浙江卷英语书面表达One thing I'm proud of范文的总结部分：

I am really proud of this experience, because it helps me realize that we all can fulfil our potential and achieve our goals through hard work. It also helps me better understand the proverb “Practice makes perfect.”

可用做文章结语的谚语很多，本文仅列举如下几例：

1) Knowledge is power. 知识就是力量。

2) Confidence in yourself is the first step on the road to success. 自信是走向成功的第一步。

3) Honesty is the best policy. 做人诚实为本。

4) Time and tide wait for no man. 时不我待。

5) Genius is nothing but labor and diligence. 天才不过是勤奋而已。

6) God helps those who help themselves. 自助者天助之。

7) Nothing in the world is difficult for one who sets his mind to it. 世上无难事，只怕有心人。

8) Actions speak louder than words. 事实胜于雄辩。

通过素材积累和语段仿写，学生完全可以根据高考英语作文试题要求写出类似的言简意赅的总结句或评论句，这样既可以表达思想又能凸显个性，同时这些语句或语段在文章中能起到画龙点睛、升华主题的作用。但需要强调的是，教师应鼓励学生创造性地运用这些素材，而不能简单地照抄照搬，否则在作文中彰显个性的愿望又将落空。

四、结语

《普通高中英语课程标准（实验）》（教育部，2003）明确提出，高中阶段的英语课程应有利于学生个性和潜能的发展，因此在高三英语写作教学中倡导个性化书面表达既是高考的现实需要，也是对新课程理念的呼应。教师应积极改进高三英语写作教学策略，引导学生写出主题突出、个性鲜明的佳作来。

中华人民共和国教育部. 2003. 普通高中英语课程标准（实验）[S]. 北京：人民教育出版社.

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编辑：刘娟娟

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