让生生合作学习走进高中英语写作课堂

许丽丽

英语书面表达既是教学的难点，也是应试的难点。笔者以为让生生合作学习走进高中英语写作课堂是提高学生书面表达能力行之有效的教学方法之一。

一、生生合作在文章鉴赏中的应用

在语言体验过程中，教师指导学生进行有效合作，鉴赏阅读文章，汲取知识，为写作做好准备。现以Unit 3 reading 为例。

课文原文：I am fond of my sister but she has one serious shortcoming. She can be really stubborn. Although she didnt know the best way of getting to places， she insisted that she organize the trip properly. Now I know that the proper way is always her way. I kept asking her，“When are we leaving and when are we coming back？” I asked her whether she had looked at a map yet. Of course she hadnt； my sister doesnt care about details. So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look—the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5000 meters， she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold， she said it would be an interesting experience. I know my sister well. Once she has made up her mind， nothing can change it. Finally， I had to give in.

教师可以从以下两个方面入手，组织学生四人一组讨论并欣赏文章的写作技巧：

1.通过生生合作回答两个问题

Whats the authors character？ How does the author describe his sisters character？

学生合作讨论后，发现作者用排比句来表现她的性格的：didnt care about details.

So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look—the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5000 meters， she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold， she said it would be an interesting experience.

2.让学生合作探究作者是用哪些词和短语来描述的

如 stubborn not care about determined change ones mind make up ones mind

二、生生合作在写作过程中的具体实施

教学步骤如下：

（1）审题，读取书面表达的信息，确定主题并确定文章采用的时态。

（2）让学生通过学生之间的合作写出相关的词汇和句型，然后分别根据文章内容和要求运用这些词汇和句型造句。

（3）每位学生根据讨论的信息组织文章。

（4）合作学生之间相互传阅各自所写的文章，并对其进行初评；然后根据同伴反馈的意见进行修改；最后认真抄写，上交由教师评分。

现以2015年高考英语考前最后一卷书面表达为例。

请阅读下面的英文短诗，根据写作要求写一篇120词左右的英语短文。

Thank you for comforting me when Im sad .Loving me when Im mad. Picking me up when Im down. Thank you for being my friend and being around. Teaching me the meaning of love. Encouraging me when I need a shove. But most of all thank you for Loving me for who I am.

第一步：学生进行合作讨论这首诗所表达的情感。学生在阅读这首诗时发现诗人在诗中用了三个thank you，学生形成一致的看法，作者表达的是对朋友的感激之情。

第二步：学生合作写出相关词汇和句型，按文章内容及要求造句，最后将各组推荐的句子汇总，辨析句子的正误，找出最佳句子。

①（a）The poet conveys his grateful to his friends.

（b）The poet expresses his sincere thanks to his friends for his love， encouragement an being together with him whatever happens.

（c）The poet sincerely shows his gratitude to his friends for his love， encouragement an being together with him whatever happens.

（d）The poet shows his appreciation to his friends.

②（a）When we are down ，friends comfort and encourage us.

（b）When we are depressed，friends give us comfort and encouragement .

（c）When we are in need，friends reach out their hands to help us.

（d）When we are in trouble， friends are always with us and lend us a hand.

（e）A friend in need is a friend indeed.

第二步：对以上信息进行评议，挑选出最佳句子，若表达有误，则进行修改。

第三步：小组成员相互传阅各自所写的文章，并对其进行初评，重点发现文章中的精彩之处，并对不足之处发表意见。针对本则例文，评议可以从以下几个方面展开：

（a）using appropriate vocabulary：shows his gratitude to， In my opinion ，be depressed， give comfort and encouragement， cheer up， be in trouble， lend sb. a hand， overcome difficulties

（b）sentence patterns：定语从句，非谓语动词，感叹句及俗语

（c）paragraphing：根据这篇写作要求，分成两段也是恰当的

（d）using structures accurately：In my opinion ，true friendship is giving love and help to your friends when your friends need you

最后，利用同伴的反馈意见再次修改，并认真抄写在作文本子上上交。

三、生生合作的注意事项

生生合作在一定程度上能够激发学生的互助精神，但也存在一些“南郭先生”。因此，在小组合作的过程中，教师一定要根据学情设计合理的教学活动，尽可能让每一层次的学生都能参与其中，并且要设计出合理的竞争机制，不让生生合作流于形式。