2012初高中英语衔接作文课程开发实践研究.doc

外语教学策略与方法 初高中英语作文衔接课程开发实践与研究 湖北省襄阳市襄州一中 陈晓【摘要】：本文分析了衔接阶段高一学生在英语写作上遇到的问题和难点，指出教师实施衔接性作文教学的必要性，并独辟蹊径地提出四种全新的作文教学策略，引导高一新生突破传统写作模式，消除英语写作的畏难心理，促进学生写作的学习兴趣，增强写作意识和自主积累词块的能力，从而爱上写作，熟练写作，妙笔生花。【关键词】：初高衔接，积木式指导，脚手架作用，词块模式，评估量规表一引言衔接阶段的作文训练让学生头疼，他们在具体写作过程中面临着诸多的挑战：从内容上看，九年级作文多以简洁的书信体或便条形式出现，而高一年级作文则在加深书信体文章表达的难度上更进一层，并增添了叙事性文章和描写人物的文章；从字数上来看，笔者发现，初中作文80词左右即可，而高一则上升到了120-150词，说明此阶段对学生的词汇量有了飞跃性的要求；分值也从九年级规定的15分上升到了25分。这充分表明高一年级的作文训练在维度和深广度以及难度上都有所加大。但是，多数学生没有迎接挑战的意识，继续沿用初中阶段的英语学习模式。由于缺乏对初高中作文异同方面的认识，很多学生无法顺利通过这一转折点平稳地过度到高中。觉得作文难，下笔难，并且有了“谈作文色变”的畏难心理。针对以上现状，笔者更侧重于从教师“教”的角度来剖析问题并利用四个新颖独特的教学策略使学生顺畅实现这一过渡。笔者认为要想做好高效有质量的衔接教学工作，就需要教师打破传统教学模式，多动脑接触全新的写作教学模式。从培养学生写最基础的积木句式开始，注重积累，充分发挥教师的“脚手架”作用，多展示自己的“下水作文”；单元课时结束后，在复习课上适当运用词块模式进行基于文本的写作拓展训练；并且要有心地研制开发有效的写作评估量规表，让衔接阶段的学生有的放矢，在写作过程中感悟，习得和反思，促进学生写作能力的提高。二凸显“积木句式”，实现语言积累。 初中传统的作文教学模式：教师布置任务学生个人完成教师独自批阅呈现范文学生背诵。在高一年级，如果继续沿用此模式，会使学生畏难情绪加重，作文水平两级分化现象更明显。那么，怎样使衔接阶段的高一新生都能在下笔时有话说，有句写呢？笔者采取了积木教学法中的accumulation(积累)+ imitation（模仿）策略。（黄岳强，2007） 1. 深刻领会，熟练掌握“五基积木句型”。 句子的表达如砌房子一样，必须遵循一定的句子结构规则用单句排列而成。对于初升高的新生，教师应下意识地多辅导学生操练五种基本句型，让学生多尝试翻译和造句，从而写出标准的句型来，因为句子是组篇的灵魂： 主语+谓语（vi.） My mother smiled. 主语+系动词+表语 Writing is not so hard. 主语+谓语（vt.）+宾语 People hold different opinions. 主语+谓语+直接宾语+间接宾语 My father sent me a present. 主语+谓语+宾语+宾补 We should keep our environment clean and green. （黄岳强，2007）句子千千万，但是万变不离其中，在复习初中的“五基句型”时，一定要注意语法术语的讲解，让中等生和学困生都能写出和造出好的“五基句型”来。为升级版的积木句式奠定良好的基础。 2.牢牢记取，学会套用常见“精品积木句型”。 人常说“熟读唐诗三百首，不会作诗也会吟”。这一点也同样适用于英语写作中，在高一年级，如何在浩如烟海的句子表达中，短时间内高效迅速地掌握若干常用常见句型，让改卷老师觉得自己“道行够深”呢？笔者仔细归纳了人教版高一必修1的“精品句型”，提前对部分语法进行讲解渗透，并运用多种练习模式对新生进行操练，要求和鼓励学生能够做到学以致用，活学活用。“精品积木句型”如下： 强调句型 It is (was)+被强调的部分+that/who It was after the economic reform that the peoples living standard greatly improved. 倒装句型 Only(句首)+状语+系动词/助动词/情态动词+主语+实意动词 Only in this way can you improve your English. 谈变化 be no longer what used to be My hometown is no longer what it used to be. 谈态度 do whatcan to do Sth. We should do what we can to protect our living surroundings. 谈感受 What most is that What surprises me most is that Mozart has a great talent in Music. 表原因 The reason whyis that The reason why our environment is polluted is that we havent paid more attention to the balance of nature. 谈看法 hold the view that/ think(believe, expect, suppose)that I hold the view that where there is a will, there is a way. 叙事实 It happens(seems, turns out)that/It is said (is believed, is reported)thatIt is hoped that rare animals will be well protected.笔者按照五基积木句型和精品积木句型对高一某班的学生进行了为期半个月的操练，并在操练过后，抽取了一堂课的部分时间布置了如下写作任务，要求学生在课堂上完成。又让教研组内另一教师用同样的题目让未进行积木句式训练的学生完成，对比结果如下：例1：请用英文介绍Mozart的生平事迹，词数120个左右，介绍内容如下： 生于1756年，四岁学拉小提琴，对小提琴颇感兴趣，拉得出色； 在短暂的一生谱写了大量的乐曲和神奇的乐章，被人们广泛称赞，但无人付给他钱。 日益穷困，终卧病离世，卒年35岁。 他是世界上最伟大的音乐家之一。未接受积木训练的学生习作接受过积木训练的学生习作 Mozart was born in 1756，who is one of the greatest musicians in the world. He learnt to play violin at four. He showed great interest in playing it, and he did well in it. Besides,he wrote lots of music in his short life. His wonderful music was popular with all people, but he didnt got any money. So he got poorer and poorer, even couldnt pay his bills. He died only 35 years old. He is one of the greatest musicians in the world. Mozart was born in 1756. As a boy he was very clever and hardworking. When he was only four, he began to learn to play the violin. He showed great interest in playing it. In fact, no boy could play better than him. It is said that he is one of the greatest musicians in the world. In his short life, he wrote a large amount of music. It was his wonderful music that was hot among people. However, what surprised the world most was that nobody paid him any money. So he got poorer and poorer. In the end, he became ill and died at only 35 years. 通过对比，笔者和教研组教师进行分析诊断，接受训练的学生的习作水平明显高于未接受训练的学生。尤其在学会套用“积木精品句型”上差别很大。未受训的学生句式多以“He”开头，句式简单单一；而受训后的学生能灵活使用多变的升级积木句式，长短句结合。在习作中获得了良好的收益。可见教师在写作之前给予一定的动态指导是可以增加新生的有效信息输入量的。 二彰显教师“脚手架”作用，利用话题词汇，编写“下水作文”。 由于初高中衔接阶段多以记叙文为主，因此笔者和教研组其他教师给例也多偏向此类型体裁的文章:例2：假设你是李华，你的美国朋友Alice听说中国的中小学正在实施素质教育，来信询问有关情况。请你根据下表提供的信息，写封回信，谈一谈“素质教育”实施后你们学校生活发生的变化。应试教育素质教育上课，听讲，做笔记上课，课堂活跃，研究学习，能力培养，有时学生当老师课外活动，做不完作业课外活动：开展各种类型的活动唱歌，跳舞，球类活动，电脑学习，英语角晚上：继续做作业至深夜晚上：看新闻，做实验，各学科讨论 参考词汇：应试教育：exam-oriented education 素质教育:quality-oriented education1. 彰显教师“脚手架”作用，为学生进行“图式结构分析”；结合写作材料，笔者帮助学生分析书信类体裁的“图示结构”。Dear （收信人）How nice to hear from you! You want to know_(导入话题)，dont you? Now I will tell you something about it. In the past, exam-oriented education + .(一般过去时) Now, quality-oriented education + (现在完成时)/（一般现在时） Yours sincerely (写信人) 在这个环节，笔者首先强调识别体裁的重要性，列出书信体文章的特殊格式。此外，在表示今昔对比的话题中，要尤其强调时态方面的重要性。给学生第一时间的动态指导，避免在动笔之前出现失误。2.利用小组讨论搭建写作支架，缓解学生畏难心理；将学生分成若干小组，讨论文章中可能要用到的词汇和句型，通过合作学习，构建话题信息包。单词Exam-oriented education/ quality-oriented education/ class/ exercises/ singing/ dancing/ news/ experiment短语Force to do/ take notes/ outside activities/ far into the night/ ball games/ has discussions about句型We had to do instead of / We have all kinds of such as / We have no choice but to do 3.学生写作，花开两朵，各表一枝；学生根据笔者分析的写作图示，使用小组讨论的词汇句型，自主写作。4.展示教师的“下水作文”，调动学生写作积极性，对错误区域进行反拨作用。Dear Alice, How nice to hear from you! You want to know something about school education in China, dont you? Now, I will tell you about it. In the past, exam-oriented education forced us to focus on what our teachers said while taking notes in class. We had to do endless homework instead of having outside activities. Even worse, when we return our home in the evening, we had no choice but to continue finishing our homework until far into the night.Now, quality-oriented education has made our school life colorful. We are not what we used to be. We become active. In order to train our ability, teachers often encourage us to do research. Sometimes, one of us acts as a teacher. As for the outside activities, we have various ones: such as singing, dancing, English corner and taking computer lessons. And ball games are our favorite sports. We can watch news on TV, do experiments or have discussions about our school subjects in the evening, which makes us feel relaxed. After all, those heavy-burden days have completely gone!Thats all the changes in our school life in China. How about yours? Look forward to yours! Yours Lihua 在展示完“下水作文”后，笔者将作文显示在多媒体上。给学生三分钟时间浏览，然后要求学生用英语术语归纳该写作中的“亮点”，要详细地说出如：（经典衔接词，非限制性定语从句，有无精品“积木句式”等）。同时，“鼓励学生说出自身写作时在哪些细节表达上存在困难并给以相关的指导；倡导学生说出自己更好的句式表达，师生相互学习借鉴，共同进步。写作图示和话题词汇以及展示下水作文搭建起的写作支架，降低了写作任务难度，使得学生写作输出变得顺畅。”（夏春来，2011）三巧用词块模式，点线面立体构建新式作文，书面表达有捷径。1.词块理论Lewis(1993)等语言学家认为词块形式较固定，是语言的半成品。在语言学习中，犹如建筑材料中的预制板块，能够被整体学习并储存于大脑中，使用时可直接提取。学生不仅花费时间根据语法规则组词造句，还可降低其记忆负荷。同时，由于是整体提取，学生所选词语更符合英语语言习惯，有效避免了中式英语的困扰。从结构的角度看词块被分为四类：A.固定的词组合，如：with ones help; B.俗成的表达，包括谚语，交际用语，如：Every coin has two sides; C.句子构造型短语即句型，如：It is said that/ Not onlybut also; D.限制性结构短语，是由某些固定词语构成的短语框架，可根据需要填入相应的词或词组。如：to ones _/ the _er, the _er （王琳琳，2012）2. 词块教学策略人教版高中新教材文章中有很多常用优美的词汇，句型，为学生提供了很好的词块学习平台。如何让学生有效地理解记忆并应用这些词块是教师在课堂设计上必须关注的问题。笔者发现，同教研组的章老师在词块模式教学中有独到见解，于是要求旁听一节她的课。该课型是一节读写课，内容为人教版必修3 FESTIVALS AND CELEBRATIONS，章老师已将该篇阅读全部讲完，知识点也进行了详尽指导，并完成了相关练习。由于她班学生经过培养已经有了良好的词块积累习惯，所以她在上节课结束前布置了对此篇文章进行词块摘录和整理的任务。在本节课一开始就进行验收。笔者也紧随学生在书中进行勾画，如：take place, in memory of, dress up, look forward to, have fun with Sb., in the shape of, be held, at that time, light lamps, on this important feast day, had its origin in old beliefs about the return of, the most energetic and important festival, happy event，It is obvious that等等。之后，章老师对本单元WORKBOOK里的WRITING TASK和PROJECT进行创新改编，要求学生完成下列仿写，内容如下： 例3：假设你是一知名旅行社的广告策划，这次社里准备介绍云南精品游并重点向游客推荐宣传傣族泼水节。要求你用英语对本次行程的注意事项和该民族节日的风俗习惯用英文介绍出来，要点如下： 此次云南旅游行程为期四天，您将乘火车抵达四季如春的云南省，4月11日出发，抵达云南西部的西双版纳。您可体验并参与傣族人最盛大的节日庆典泼水节（Water-Splashing Festival）。当谈到傣族，人们首先会想到水因为云南省多降雨。水是傣族人最珍贵的东西。泼水节在每年的四月中旬举行持续三到五天。节日的起源是人们旧有的信仰认为泼水节是除晦气(get rid of bad luck)的一种方式，也是对美好日子的表达。节日期间，每家每户门前都装饰着剪纸(paper-cut)。所有的村里人穿上传统服饰，载歌载舞。您还可以观看到烟花表演(fireworks-displaying0，划船比赛等。但是最受欢迎和最快乐的项目还是泼水了。游玩期间，您不会感觉到炎热游玩傣族人会全天和您玩水嬉戏。总之，希望您能尽情享受这次旅程。章老师给学生了10分钟的时间复习阅读课中的词块和重点句型，又给学生8分钟的时间对作文进行审题，然后要求学生在课堂上完成习作，并明确鼓励学生可在写作中活用课文词块。笔者课下从中选取了一篇文章，该文流利地道地描写了傣族的泼水节：Dear everyone,Welcome to our travel agency. This time well go to Yunnan Province, which will last for four days. On the choice of vehicle, train is considered to be the best because of its safety. We are expected to leave Xiangyang on April 11th. The first arrival is Xishuang Banna- a beauty in the southern part of Yunnan.When we talk about Dai, people think about water at first because Yunnan is plenty of rainfall. Water is the most precious thing to the Dai people. You can experience and take part in the most energetic and important festival among Dais-Water-Splashing Festival. The festival is held in mid-April and lasts three to five days. It has its origin in old beliefs about the way to get rid of bad luck and expressions of better times. During the festival, the door of every home is decorated with paper-cuts. All the villagers dress up, singing and dancing. Besides, you can also see fireworks-displaying, boat-racing. However, the most popular and happiest event is still Water-Splashing. Its impossible to get too hot because Dais will have fun with you by splashing water all day long. So dear, enjoy yourselves to the fullest! 此篇习作是让学生在特定的语境中运用所学词块(黑体部分)完成任务。尽管在设计上带有翻译的成分，但目的是让每个学生都能够动笔写文章。章老师平时非常注重培养学生积累不同话题的词块学习习惯，因此她所带的高一奥赛班的作文得分每次都位居前列。笔者认为，教师在实际教学中对词块模式的应用应遵循三步走原则：a.识别提取词块，实现有效输入;b. 内化吸收词块，积累习得语言; c.巩固输出词块，实现高效输出。在起始年级，积累词块并加以灵活应用可以使学生取得事半功倍的效果。四研制开发有效的评估量规表，使学生做到有的放矢，完成高质量的作品。1.评估量规的定义评估量规是由教师开发的用于评价学生表现的工具，它针对学生的作品详细设定具体的评价标准或要素，旨在促进学生学习行为的改善和学习效果的提升（刘林峰，2011）2.评估量规的开发和设计 笔者根据以上理论与思考，在指导高一新生写作前，根据其作文总分25分制定一系列的评估量规表，并将这些量规表运用在写作的不同阶段。表设计如下：表1 写前整体性评估量规表评估要素字迹书写与时态分段清晰整体结构完整总分分值2分2分2分6分表2 写中段落内容评估量规表评估要素每段主题句简单句语法规则长短句变化过渡词与连接词形容词与从句总分分值3分3分3分3分3分15分表3 写后检查评估量