【摘 要】本文通過調(diào)查所教班級在英語任務(wù)型寫作中寫概要時所出現(xiàn)的問題，根據(jù)語言學(xué)的輸入輸出理論，同時結(jié)合多年的教學(xué)實(shí)踐經(jīng)驗(yàn)和上課的實(shí)例，探討寫作教學(xué)中寫概要的有效方法。

【關(guān)鍵詞】概要 輸入 輸出 語言遷移理論 關(guān)鍵詞句

【中圖分類號】G632 【文獻(xiàn)標(biāo)識碼】A 【文章編號】1674-4810（2014）14-0122-03

一 問題的提出

廣東英語任務(wù)型寫作一直是英語高考的重頭戲。任務(wù)型寫作不但考查學(xué)生的綜合運(yùn)用語言的能力，而且對學(xué)生提取信息和分析歸納的能力也有較高的要求。其中的概括部分，學(xué)生要做到“準(zhǔn)確概括到題”，并不是一件容易的事。從高考備考強(qiáng)化訓(xùn)練中發(fā)現(xiàn)：學(xué)生在概括能力方面仍較薄弱，經(jīng)常會對閱讀材料的理解不夠全面，概括時抓不準(zhǔn)主題；有些學(xué)生雖然抓住了主題，但語言不夠簡潔；有些還直接抄襲原文，從而造成概括部分的得分不高。對此，筆者在自己任教的一個畢業(yè)班作了一次成績調(diào)查，共66人，結(jié)果見表1：

表1

類別項(xiàng)目比例

主題

方面比較全面概括主要信息點(diǎn)15.15%

雖然句子精簡，但漏掉概括的信息點(diǎn)一個或兩個64.67%

概括完全不夠切題，偏離材料主旨53.36%

詞匯

方面善于使用概括性強(qiáng)的詞匯，并會用相近詞替換原單詞13.33%

使用的詞匯不夠簡潔、精辟，拼寫出現(xiàn)錯誤46.91%

句式

方面用自己的語言，善于靈活變換句式，表達(dá)比較通順、標(biāo)準(zhǔn)；基本上做到“言簡意賅”10%

概括的信息點(diǎn)完整，但句式冗長拖沓或啰唆不簡潔68.71%

“半抄半寫”式的概括，句式變換不夠靈活60%

完全抄襲原文句子，不做任何變動53%

其他句子出現(xiàn)語法錯誤26.34%

時態(tài)使用不恰當(dāng)30.17%

沒有認(rèn)真細(xì)讀材料44.71%

調(diào)查表明，學(xué)生概括中主要的困難就是如何抓準(zhǔn)主題，如何使用精簡的詞匯和靈活多樣的句式，寫出言簡意賅、行文流暢的概要。

二 寫概要的理論依據(jù)

根據(jù)外語語言學(xué)的理論，閱讀和寫作是兩項(xiàng)截然不同的語言技能，前者為接受性技能，后者為產(chǎn)出性技能。從語言學(xué)習(xí)的規(guī)律來看，有輸入才有輸出，輸入是輸出的基礎(chǔ)。輸入的語言知識越豐富越系統(tǒng)，就越有利于語言輸出的準(zhǔn)確、流利和多樣化。對于大部分學(xué)生來說，絕大多數(shù)的語言信息是通過閱讀獲得的，即閱讀為語言輸入的主要途徑。閱讀為輸入，寫作為輸出，只有接受了相當(dāng)?shù)恼Z言材料，才能順利地進(jìn)行表達(dá)。

語言遷移理論進(jìn)一步指出，讀寫之間存在相互促進(jìn)的正遷移。一方面，大量閱讀有助于學(xué)生掌握一些有效的寫作手法和技巧，并將其運(yùn)用于自己的語言交際活動中。通過閱讀，學(xué)生可以獲取大量信息，從而開闊視野、開拓思路、擴(kuò)大知識面、更新觀念，能夠在具體的語境中學(xué)習(xí)詞語的搭配，熟悉句間和語篇層面的各種銜接手段、感悟長短句的交替分布，領(lǐng)略各種題材的特點(diǎn)，增強(qiáng)英語語感；另一方面，英語寫作訓(xùn)練又能有效地促進(jìn)語言知識的內(nèi)化，提高思辨能力、分析問題、解決問題的能力。

三 寫概要的教學(xué)探究與實(shí)踐

從近幾年的高考寫作和評卷要求來看，寫概要是學(xué)生先閱讀一篇英語材料，然后用約30 words對全文的內(nèi)容或是部分段落的內(nèi)容進(jìn)行書面概括，即讀寫結(jié)合。我結(jié)合多年高三的教學(xué)實(shí)踐，探討如何寫好寫作中的概要部分。

1.做好讀前預(yù)測

“讀”的材料和“寫”的材料主題是相同的。因此，可以在讀前先瀏覽“寫作內(nèi)容”的要點(diǎn)來預(yù)測閱讀材料的可能話題。

[實(shí)例1]（閱讀材料——議論文）

Doctors say anger can be an extremely harmful emotion，unless you learn how to deal with it. They warn that angry feelings can lead to heart disease，stomach problems，headaches，emotional problems and possibly cancer.

Anger is a normal emotion that we all feel from time to time. Some people express anger openly in a calm，reasonable way. Others burst with anger，losing control of themselves. But still other people control their anger. They cannot or will not express it.

Recently some doctors have found that people who express anger too often and violently become，in fact，more and not less angry. This can cause medical problems. Some doctors say that both controlling and expressing anger can be dangerous. They believe that those who express anger strongly may be more likely to develop heart disease，and they believe that those who deep their anger inside may face a greater danger of high blood pressure.

Doctors say the solution is learning how to deal with anger. They say the first step is to admit that you are angry and to recognize the real cause of the anger，then decide if the cause is serious enough to get angry about. If it is，they say，“Do not express your anger while angry. Wait until your anger has cooled down and you are able to express yourself calmly and reasonably

我們可以這樣預(yù)測：（1）材料中的論點(diǎn)是什么：要生氣？還是不要生氣？（2）論據(jù)是什么：要的理由？不要的理由？（3）如何處理生氣？

通過預(yù)測，閱讀時就有了話題定向，如果循著這個方向去找，就能在較短時間內(nèi)有效捕捉到要點(diǎn)，有利于準(zhǔn)確把握主題。

2.判斷閱讀文體，抓住關(guān)鍵詞句

就如不同的文體有不同的閱讀方法一樣，概括也可以因文體的不同而采用不同的技巧。（1）記敘文的概括。概括記敘文重點(diǎn)要抓住what/who/why和result，其他屬于次要要素可以忽略。既要客觀轉(zhuǎn)述故事內(nèi)容，還要寫出所反映出的某個道理或啟示，而且這個道理或啟示不能是考生憑空或主觀臆測。如果概括中細(xì)節(jié)性的內(nèi)容過多，讀起來就沒有“言簡意賅”的感覺，就不夠簡潔。（2）議論文的概括。概括議論文要抓反映作者的論點(diǎn)、論據(jù)相關(guān)的詞句，以“第三人稱”來客觀轉(zhuǎn)述文中作者的觀點(diǎn)。如文中有一分為二的觀點(diǎn)，那么兩種觀點(diǎn)都要概括，不要遺漏其中一方的觀點(diǎn)。學(xué)生不能發(fā)表或夾雜自己的觀點(diǎn)，而是“客觀轉(zhuǎn)述”。（3）說明文的概括。說明文的共同特點(diǎn)是文章開頭和結(jié)尾的中心句明顯，段落的主題句也明顯。概括時抓開頭和結(jié)尾的中心句和段落的主題句；轉(zhuǎn)述原文說明的某種現(xiàn)象或問題、事物或內(nèi)容。

[實(shí)例2]（閱讀材料——記敘文）

As I got into a taxi one afternoon，the driver was very angry about something that had happened to him earlier that day. Here is how he told the story：

“One of my fares left a wallet in my cab this morning. Nearly three hundred dollars in it. I spent more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a word and glared at me as though I’d meant to steal it.”

“He didn’t give you a reward？ I asked.”

“not a cent. But it wasn’t the money I wanted，”he fumbled，then explode，“if the guy had only said something…”

Why was the driver so upset？ All he wanted was something simple，but even more valuable than money： to be thanked for his efforts. In short，what he wanted，what he needed but did not get，was a little bit of gratitude.

這是一篇故事型的文章，采用要素串聯(lián)法，刪掉里面的細(xì)節(jié)內(nèi)容，材料可概括為：The other day I read a story about a taxi driver（who）who got mad and disappointed（what），for he received nothing for his efforts to return the lost wallet to its owner（why）. So it’s important to express our gratitude to ones who offer us help（what to learn）.（When和where屬于次要內(nèi)容，可省去。）

3.學(xué)會靈活轉(zhuǎn)變句式

寫作要求中明確指出：“不得直接引用原文中的句子?！敝苯映u原句或半抄半寫的在得分上都會受到限制。怎樣才能做到“不抄襲”或“創(chuàng)造性抄”？只要對原關(guān)鍵句進(jìn)行一些改動和加工，就不屬于抄襲。這就要求學(xué)生有較強(qiáng)的語言知識功底。

第一，主題詞句改寫法。找到反映主題的關(guān)鍵詞句，并進(jìn)行改寫。如用相近詞取代句子的原詞；主動語態(tài)與被動語態(tài)之間的相互轉(zhuǎn)換；復(fù)合句與簡單句之間的相互轉(zhuǎn)換；不同句型之間的轉(zhuǎn)換。不管怎么轉(zhuǎn)換，都不能改變原主題句的意思。

[實(shí)例3]（材料中的關(guān)鍵詞句）

例1，同義詞的替換。

They warn that angry feelings can lead to heart disease，stomach problems，headaches，emotional problems and possibly cancer.

lead to=result in/cause

angry feelings=anger/being angry/losing one’s temper

例2，語態(tài)的互換。

The Ministry of Education recently said student intake in unpopular courses would be downsized，even the courses cancelled altogether.

→The Ministry of Education decided to downsize/reduce or even cancelled the unpopular courses.

例3，非謂語動詞短語與從句的互換。

There was a king who ruled a rich country.

→There was a king ruling a rich country.

例4，合并句子。

（1）Many people have lost interest in reading.

It is a pity that children today have far less interest in books than a TV set.

→Many people，especially children，have lost in it and they prefer to watch TV rather than read.

（2）Reading is fun and useful. It makes our mind work.

→Reading，which makes our mind work，is fun and useful to us.

第二，主題詞連接法。文章沒有主題句，但會出現(xiàn)一些能表達(dá)各個段落大意的主題詞，可以巧妙地連接原文中主題詞，或用相近詞取代，串起文章的主要內(nèi)容，并且句子通順、簡明。

[實(shí)例4]（閱讀材料）

Successful language learners don’t depend on books or teachers but are independent； they discover their own way to learn a language. Instead of waiting for teachers to explain，they try to find the patterns and the rules by themselves. They are good guessers who look for clues and form their own conclusions. When guessing wrong，they guess again. They try to learn from mistakes.

Successful learners don’t wait for a chance to use the language； they actively look for such a chance. They find people speaking the language and ask these people to correct them when they make mistakes. They will try anything to communicate. They zre afraid od repeat what they hear or to say strange things； they are willing to make mistakes and try again.

They want to learn the lauguage with a purpose because they are interested in the language and the people who speak it. It is necessary for them to learn the language to communicate with these people and to learn from then.

這篇材料的各段都有自己的主題詞。第一段為independent，第二段為actively，第三段為purpose等。連接這些主題詞就可以寫出概要：The passage mainly tells us that successful language learners are usually very independent and that with a purpose to learn the language，they actively look for chances to use it.

第三，主題句歸并法。有些材料如說明文的主題句常在各段的開頭，抓住各段主題句的內(nèi)容，然后再歸并出文章大意。不要面面俱到，語句要通順、精簡。

[實(shí)例5]（閱讀材料——說明文）

It is amazing how much thought someone will give into picking out the perfect present，yet uses very little imagination on how to give it. In many ways，the presentation of a gift is just as important as the item itself. Imagine buying someone a gold ring and leaving it on the kitchen counter with a note that says “thought you might like this.” Or contrast that with the gift of a ring hidden inside a rosebud that will “magically”appear as the rose blossoms in the sunlight.

The text time you are giving a gift，consider presenting it in a creative or meaningful way. For example，the way in which I like to give presents to my wife is by having her find them. I will write about 7 or so clues which lead from one written clue to the next until the final clue leads to the hidden gift. Sometimes I will even write the clues in form of poetry. Here is an example：

…

There are dozens and dozens of ways in which you can transform the presentation of even an ordinary gift into a truly romantic occasion. Don’t just put a lot of thought into the gift，put equal thought into how you will give it.

這篇材料的段落主題句都很明顯（劃線部分），把主題句的內(nèi)容進(jìn)行串聯(lián)整合，就可概括為：The presentation of a gift is important. When you give it，find a creative or meaningful way. In many ways，you can turn the giving of an ordinary gift into a very romantic occasion.

4.概括要留“粗”，省“細(xì)膩”

概括時要抓住關(guān)鍵信息，刪掉細(xì)節(jié)和例子，或把例子分門別類；要舉例的，則減少例子；簡化原文中復(fù)雜的描述；省略重復(fù)出現(xiàn)的詞語。實(shí)例有：

（1）flour；sugar；eggs；butter

→分門別類：ingredients

（2）“His courage in battle might without exaggeration be called lion-like.”

→He was very brave in battle.

（3）book clubs for women or only men，husbands and wives，friends and children and so on.

→…book clubs for different/various groups of readers.

省略細(xì)節(jié)，用概括性強(qiáng)的詞語，或用一兩個細(xì)節(jié)，用and so on收尾。

（4）Kate looked at Paul disappointedly，“you put too much salt on your food，Paul. It’s not at all good for you！”Paul put down his knife and frowned，“Why on earth not！ If you didn’t have salt on your food it would taste awful…like eating wood or sand…just imagine bread without salt in it！”

把這段文字的細(xì)節(jié)描寫簡單化，可概括為：Kate asked Paul not to put too much salt on his food，but Paul woundn’t listen to her.

四 結(jié)束語

通過以上方法的指導(dǎo)和大量的訓(xùn)練，學(xué)生能較好地抓準(zhǔn)主題，完善了信息點(diǎn)，能使用精簡的詞匯和善于用自己的句式來表達(dá)，學(xué)生的概括能力有所提高。于是我又對原班級進(jìn)行了一次調(diào)查，結(jié)果見表2：

表2

類別項(xiàng)目比例

主題

方面比較全面概括主要信息點(diǎn)26.55%

雖然句子精簡，但漏掉概括的信息點(diǎn)一個或兩個56.72%

概括完全不夠切題，偏離材料主旨35.30%

詞匯

方面善于使用概括性強(qiáng)的詞匯，并會用相近詞替換原單詞20.43%

使用的詞匯不夠簡潔、精辟，拼寫出現(xiàn)錯誤38.85%

句式

方面用自己的語言，善于靈活變換句式，表達(dá)比較通順、標(biāo)準(zhǔn)；基本上做到“言簡意賅”15%

概括的信息點(diǎn)完整，但句式冗長拖沓或啰嗦不簡潔58.64%

“半抄半寫”式的概括，句式變換不夠靈活61%

完全抄襲原文句子，不做任何變動48%

句子出現(xiàn)語法錯誤26.35%

其他時態(tài)使用不恰當(dāng)30.14%

沒有認(rèn)真細(xì)讀閱讀材料40.82%

廣東英語任務(wù)型寫作題型連續(xù)考了幾年，它在一定程度上突破了傳統(tǒng)寫作的限制，概括部分不僅創(chuàng)造性地把“讀”和“寫”緊密結(jié)合起來，還注重考查考生對篇章結(jié)構(gòu)的整體把握能力和對語言材料的處理能力，能從更高的層次考查學(xué)生英語的語言運(yùn)用能力。實(shí)踐證明，學(xué)生掌握一定的概要寫作策略并靈活合理地運(yùn)用，有助于高中英語寫作教學(xué)的科學(xué)化和實(shí)效化，從而有效促進(jìn)高三學(xué)生英語寫作能力的提高，讓師生都感受到寫作的快樂。

〔責(zé)任編輯：范可〕