高三英语复习新思维：话题整合读写教学实践与探究

颜美娟

引言

“话题整合”是一种复习新思路。它主张以语篇为载体，在理解与表达的语言实践活动中，通过文本解读，将语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断、学习策略运用等有机整合在一起。在高三总复习阶段，因时间紧、任务重，教师在复习中不可能顾及初中教材及不同版本的教材，这样就不利于学生构建话题知识网络，难以促进学生知识和技能的稳步提高（骆永聪2017）。而话题整合有利于使紧张的高三英语复习教学更高效。话题整合旨在培养学生的整体性和综合性逻辑思维，通过整合后的比较学习和自主阅读，激发学生回顾话题内容，归纳共同要素，构建新的概念，最终实现思维品质的提升。本文以话题The Chinese pioneer artists 为例，选取北师大版高中《英语》必修2 Unit 5 Lesson 3 Kong goes for folk!（见附录1）和2018 年普通高等学校招生全国统一考试（全国III 卷）阅读理解C 篇（见附录2），对话题整合读写教学模式进行实践探究。另外，本课例是2018 年泉州市高三英语教学工作会暨北师大版高中英语学科研训会上开设的高三复习教学示范课，指导老师为福建省泉州市教育科学研究所蔡晓莎。本课例受到了与会教师和专家的一致好评。

一、教学分析

（一）教学内容分析

从文本内容上看，北师大版高中《英语》必修2 Unit 5 Lesson 3 Kong goes for folk!讲述了著名古典钢琴音乐家孔祥东将古典音乐和中国民族音乐相结合，用钢琴演奏中国民乐并让世界为之瞩目，成为当今音乐界先锋人物的故事。2018 年普通高等学校招生全国统一考试（新课标全国III 卷）阅读理解C 篇介绍了中国建筑师王澍将传统的中国元素融入现代建筑，成为第一个获得有建筑界诺贝尔奖之称的普利兹克建筑奖的中国人。两篇文本都讲述了中国艺术界的先驱人物从中国传统中汲取创作灵感并获得世界认可的故事。

从主旨上看，无论是音乐家孔祥东，还是建筑师王澍，他们都有一种浓厚深切的家国情怀，他们从博大精深的中国传统文化中寻根溯源，并与现代元素进行有机融合、创新，最终获得世界对中国艺术家的身份认同。这两篇文本启发读者要增强国家认同感和家国情怀，提高中华民族的文化自信，成为一个有文化修养和社会责任感的人。

从结构与语言上看，两篇文本都属于记叙类文体，均介绍了人物的背景信息，人物对中国传统文化的借鉴、实践及人物所取得的成就。两篇文本分别以孔祥东和王澍回归中国传统文化，取得世界认可的发展为明线，以两位艺术家对中国传统文化深厚的民族自豪感和自信心为暗线。两篇文本结构清晰、富有趣味性和可信性。如Kong goes for folk!（以下称“孔祥东文本”）以时间发展顺序展开叙述孔祥东的成长经历及成就，C 篇阅读理解（以下称“王澍文本”）则通过对比手法，将国人对传统的误解与对传统的正确解读进行对比，将当今人们创作艺术的误区和传统与当代艺术有机融合的实践进行对比，凸显恰当有效地发挥中国传统文化魅力的重要性。两篇文本在行文中穿插了主人公的原话，更直观、传神且有力地说明了孔祥东和王澍两位艺术家的创作理念和家国情怀，进而使文章更生动，也更具有可信性。

（二）学情分析

授课对象是高三年级理科班的学生，他们对北师大版高中英语教材的体例比较熟悉，也做过一定量的高考练习题。课前，他们已读过这两篇文本，并划分好小组（5 人一组，共7 组；第7 组共7 人，组成“学霸团”作为写作评审指导组，负责到各组指导写作并点评），每组选好了小组长。

本班学生从未接触过文本整合阅读，可能会存在以下两个问题：一是习惯性地将文本割裂为孤立的单词、短语和重点句型，对文本的学习局限于简单的信息提取或信息复现，文体意识较为薄弱，缺乏把握文本结构脉络的能力，以及对文本内涵的深层次挖掘能力；二是在平时的学习过程中缺乏阅读为写作服务的理念，没有意识到同一话题的文本能够开展整合阅读及读写能够有机整合。另外，这是师生之间首次配合上课，如何调动学生的学习积极性，协调师生、生生之间的互动，使课堂教学效果最优化，是师生共同面临的挑战。

本班学生的英语口语表达能力、英语基础知识水平和合作探究能力在同年级学生中表现突出，这得益于良好的学习习惯和学习方法，为本堂话题整合读写课的开展奠定了坚实的基础。

二、教学目标

学生在学习完本课后，应该能够：

基于文本甄别孔祥东和王澍两位艺术家与普通艺术家的不同，表述他们如何实现创新和突破，并分析作者达成这一写作目的所采用的写作手法；

基于文本探究孔祥东和王澍两位艺术家取得成功的原因，评价他们的成就，并畅谈自己阅读后的感悟，由此培养正确的国际视野和家国情怀；

分析文本结构、提取语言素材，实现写作输出——概要写作。

三、教学过程

Step 1：Lead-in

Show students a video clip of Kong Xiangdong and Wang Shu.

然后教师提问：

Q1：Who are they?

Q2：What do they have in common?

【设计说明】

《普通高中英语课程标准（2017 年版）》在语言技能中增加了“看”的技能，即“利用多模态语篇中的图形、表格、动画、符号及视频等理解意义的技能”（教育部2018）。教师可通过课前制作的孔祥东和王澍视频剪辑导入，激活学生有关孔祥东和王澍的图式，培养学生“看”的技能，进而汇总信息并引出话题。问题1 旨在引导学生利用目标词汇回答问题；问题2 旨在引导学生对话题人物进行比较，并设置悬念，激发学生想要了解两位艺术家的欲望。导入环节简洁明了，所设问题也环环相扣，具有目的性和启发性。

Step 2：Review

What’s the writing style of these two texts?（孔祥东文本、王澍文本）What kind of text does they belong to?

A.Narration. 记叙文√

B.Practical writing. 应用文

C.Argumentation. 议论文

D.Expository writing. 说明文

Narration：Kong Xiangdong and Wangshu，two Chinese pioneer artists，brought Chinese elements to the rest of the world and won international recognition.

【设计说明】

“从研究文本体裁出发进行阅读教学，能使学生掌握相对稳定的、可以借鉴和依赖的体裁模式，强化学生对这些体裁的阅读驾驭能力，也能开发学生的创造性思维能力。”（庄志琳、沈萃萃，等2011）本环节旨在引导学生回顾所学过的具有相似文体特征、主题意义的两篇文本，进一步明晰记叙文文体特征，一方面能监测学生的学习效果，另一方面能为后面文本结构处理作铺垫。

Step 3：Jigsaw Reading&Sequencing

Q：How do the authors organize the two texts?

Each student is given a bunch of Kong Xiangdong’s and Wang Shu’s paper slips.Everyone is expected to choose one bunch that they are interested in and put the paper slips in the right order to form a whole passage.

【设计说明】

通过个体活动，引导学生对零散段落进行排列组合，把握此类记叙文的结构特点。“阅读时把握住了文本的结构，才有可能真正理解文章；同样，写作时也只有把握好了文本的结构，整体谋篇布局，才能真正做到思路清晰、行文流畅”（姚旭辉、周萍，等2013）。

Step 4：Reading for thinking

Teacher asks for students’answers and reflections after the sequencing task，and then clarifies the development of the two texts through the following four questions.（Break down the texts into several parts and use one word to summarize each part.）

（1）What award did they get?

（2）What’s the context of their awards?

（3）How did they manage to do that？

（4）Why could they achieve success?

Possible answers：

Achievements—Background—Combination—Deeds

【设计说明】

本环节教师引导学生对两个文本进行分解并用一个词归纳每个部分的作用，启发他们思考作者是从哪几个维度介绍这两位令人钦佩的中国艺术家的。在教师的问题启发下，学生进一步深入阅读文本，能在小组合作活动中梳理归纳出Achievements—Background—Combination—Deeds的写作结构。“有了对文本结构的剖析和梳理，学生就能对文章的文体、主题有清晰的认识，并据此对该文体的整体结构进行模仿，进而搭建概要写作的基本框架，使作品具有逻辑性。”（颜美娟2018）该设计有利于学生学会寻找和整合文本关键信息，明晰文本结构，把握文章主旨。

Why does the author’s writing follow A，B，C，D（Achievements—Background—Combination—Deeds）structure?

【设计说明】

本环节教师旨在引导学生探究整合两篇文本共同的写作模式：人物成就—背景信息—中西融合—人物实践，使学生对文本结构和演绎手法更为明晰，为后文概要写作输出作铺垫。

Step 5：Taste Deep

Read the texts carefully again and taste deep.Work in groups of five and introduce Kong Xiangdong or Wang Shu according to the A，B，C，D（Achievements—Background—Combination—Deeds）structure. The following words and expressions maybe helpful.（见表1）

表1

For Kong Xiangdong’s group：...

For Wang Shu’s group：...

【设计说明】

通过小组合作的方式引导学生细读文本，培养他们获取相关信息的能力。根据Achievements—Background—Combination、Deeds 介绍人物，为接下来的小组拼图合作学习作好铺垫；同时，基于需求复习文本中描写人物身份、个性特征和事件发展的词汇及相关的句型表达，这种“有组织的整理和输入，有助于学生存留深刻印象，并在运用时可以升其阅读理解能力”（陈永芳、龚晓灵，等2013）。该环节体现认知的逐步深化，从浅层的“感知”“理解”到深层次的“分析”“评价”，在此过程中逐步发展思维能力和语言运用能力。

Step 7：Writing

Write a summary of Kong Xiangdong’s or Wangshu’s story in about 100 words.

You need to：

（1）summarize his achievements in about 20 words；

（2）review his background in about 20 words；

（3）demonstrate his combination in about 40 words；

（4）present his deeds in about 20 words.Requirements：Group work（5 minutes）

One student is in charge of Achievements；one student is in charge of Background；one student is in charge of Combination；one student is in charge of Deeds；one student is in charge of integration.Group No.7 students are in charge of giving guidance to fellow students in need.

Pay attention to the writing assessments. Give a star（★）to each item if you meet the standards in the form.（见表2）

表2

【设计说明】

“概要写作是学生对语言材料吸收、存储、内化整理和表达的过程，是一种基于理解的创新。”（杨群2016）有效的写作教学要帮学生搭建写作支架，让他们有内容可写。通过先说后写、层层铺垫，学生在理解文本后对概要写作有了清晰的结构意识。该步骤鼓励学生通过借助前面环节中写作支架的搭建，明确任务分工开展拼图写作，帮助学生达到语言和思维整合输出的目的。一方面加深学生对文本的理解；另一方面以读促写，培养学生的概括能力和表达能力，使其能够把文章中隐含的情感因素充分挖掘出来，并获得相应的情感体验，有效运用所学知识弘扬中国艺术先驱的创新精神，并学习他们的家国情怀，提升文化自信。

Step 8：Appreciation&Peer editing

Teacher invites 2 students to share their summary writings with the class.Other students are expected to make comments on their work according to the above assessment form.

【设计说明】

在学生小组拼图写作完成后，教师从中挑出两篇优秀习作，利用投影仪展示，并带领全班学生一起朗读。之后，请学生结合评价标准点评。课堂习作现场点评，一方面能够激发学生的学习热情，提高他们的鉴赏能力；另一方面能给其他学生一个参照的标准。最后，教师总结，旨在启迪思想，升华本堂课的主题内涵，达成育人的目的。

Step 9：Homework

Complete and polish your summary writing（pay attention to the writing assessment）.

【设计说明】

由于课堂时间有限，将概要写作的润色和成稿任务设置为作业，有助于学生课后再次研读文本，实现概要写作的顺利输出。

五、课后评析

本堂课基本实现了教学目标，是一堂成功的话题整合读写示范课。

（一）教学环节循序渐进、层层深入

本堂课教学环节设置科学合理，环环相扣、层层推进。教师先利用孔祥东和王澍的采访视频导入，激发学生对话题的兴趣；接着，引导学生从文体特征、文本结构和关键信息分析等方面对两篇文本进行梳理。在文本分析这一环节，教师巧妙地设计了一个小组拼图活动，利用前面提炼的Achievements、Background、Combination、Deeds 要素进行分工，培养学生语言建构和表达输出的能力，也为最后的概要写作环节搭建支架。在最后的拼图写作环节，学生能够积极地输出高质量的习作，并在同伴互助中得到锻炼。各教学环节层层深入、紧扣教学目标，符合学生的年龄特征和认知发展规律。

（二）立足文本解读，充分挖掘育人价值

“只有在深入解读文本的基础上设计教学活动，才可能有效引导学生运用语言知识与技能，使其领悟隐藏在字里行间的深层含义，批判性地吸收不同的思想和观点，获得新知识，建构新概念……体现阅读教学的育人价值。”（张秋会、王蔷2016）。本堂课立足文本解读，培养学生的思维品质，充分挖掘文本的育人价值，让学生在“弘扬中国优秀传统文化的艺术家”的主题意义引领下，通过学习、理解、应用，最终达到语言知识的迁移创新。本堂课情感教育达成度高，教师善于走出教材，活用教材，充分挖掘教材中蕴含的德育因素，培养了学生良好的情感态度。

结语

话题整合读写教学以主题意义为引领，以语篇为依托，实践英语学习活动观，着力提高学生的学用能力。一方面，通过把文本特征、主题意义相似的语篇整合在一起进行复习，探究其在文本意义、作者态度、语篇结构、语言特点与修辞方面的不同，培养学生的文体意识，提升学生的语言能力；另一方面，引导学生通过对相似话题的学习，对主题形成深入的认识和表达能力，并形成在相似主题语境中的行为能力，提升文化品格、树立世界眼光，培养具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。

附录1

Kong goes for folk!

The famous classical pianist，Kong Xiangdong，surprised his fans last week by giving a concert combining classical music with Chinese folk music. Kong explained that he tried this because he wanted to create something new. “As a musician，playing the same music in different cities of the world is very boring，”says Kong.He also feels that playing Chinese folk music on the piano can help bring it to the rest of the world.

Music has always been part of Kong’s world.As his mother was a great music lover，he lived with music from birth. But it wasn’t always easy for the young Kong Xiangdong. His mother couldn’t buy him a piano until he was seven. She had to draw piano keys on a piece of paper so that he could learn to play as early as possible. The 5-year-old Kong would practise on the paper piano as his mother clapped the rhythm. He was made to practise the piano so much that，at times，he thought about giving up.However，he didn’t quit，and he became a great pianist. In 1986，at the age of 18，he became the youngest prize winner in Moscow’s Tchaikovsky International Competition.He went on to win awards in competitions across the world.

Because of Kong’s talent and hard work，he became famous worldwide.But after years of performing，he felt that in some ways he had lost his identity. This is why he went back to his roots and rediscovered the beauty in Chinese folk music.He began experimenting with different styles and his Dream Tour Concert is the result.

Kong’s new experiment in Chinese folk music is so important to him that he even changed his appearance. When he arrived at his concert last week，he had shaved off all his hair! Since his music style is new，he decided his hairstyle had to be new too!

Whether Kong is changing his appearance or transforming his music，he is a pioneer in music today. The concert last week was such a success that Kong’s Dream Tour Concert is expected to run for the next two years in Beijing，Shanghai，and other main cities before going to Paris and New York.

附录2

2018 年普通高等学校招生全国统一考试英语（全国III 卷）阅读理解C 篇

While famous foreign architects are invited to lead the designs of landmark buildings in China such as the new CCTV tower and the National Center for the Performing Arts，many excellent Chinese architects are making great efforts to take the center stage.

Their efforts have been proven fruitful.Wang Shu，a 49-year-old Chinese architect，won the 2012 Pritzker Architecture Prize—which is often referred to as the Nobel Prize in architecture—on February 28. He is the first Chinese citizen to win this award.

Wang serves as head of the Architecture Department at the China Academy of Art（CAA）. His office is located at the Xiangshan campus（校园）of the university in Hangzhou，Zhejiang Province.Many buildings on the campus are his original creations.

The style of the campus is quite different from that of most Chinese universities. Many visitors were amazed by the complex architectural space and abundant building types. The curve（曲线）of the buildings perfectly match the rise and fall of hills，forming a unique view.

Wang collected more than 7 million abandoned bricks of different ages. He asked the workers to use traditional techniques to make the bricks into walls，roofs and corridors. This creation attracted a lot of attention thanks to its mixture of modern and traditional Chinese elements（元素）.

Wang’s works show a deep understanding of modern architecture and a good knowledge of traditions.Through such a balance，he had created a new type of Chinese architecture，said Tadao Ando，the winner of the 1995 Pritzker Prize.

Wang believes traditions should not be sealed in glass boxes at museums.“That is only evidence that traditions once existed，”he said.

“Many Chinese people have a misunderstanding of traditions.They think tradition means old things from the past.In fact，tradition also refers to the things that have been developing and that are still being created，”he said.

“Today，many Chinese people are learning Western styles and theories rather than focusing on Chinese traditions.Many people tend to talk about traditions without knowing what they really are，”said Wang.

The study of traditions should be combined with practice.Otherwise，the recreation of traditions would be artificial and empty，he said.

28.Wang’s winning of the prize means that Chinese architects are_________.

A.following the latest world trend B.getting international recognition

C.working harder than ever before D.relying on foreign architects

29.What impressed visitors to the CAA Xiangshan campus most?

A.Its hilly environment. B.Its large size.

C.Its unique style. D.Its diverse functions.

30.What made Wang’s architectural design a success?

A.The mixture of different shapes. B.The balance of East and West.

C.The use of popular techniques. D.The harmony of old and new.

31.What should we do about Chinese traditions according to Wang?

A.Spread them to the world. B.Preserve them at museums.

C.Teach them in universities. D.Recreate them in practice.

【答案】28.B 29.C 30.D 31.D