許麗麗

英語書面表達(dá)既是教學(xué)的難點(diǎn)，也是應(yīng)試的難點(diǎn)。筆者以為讓生生合作學(xué)習(xí)走進(jìn)高中英語寫作課堂是提高學(xué)生書面表達(dá)能力行之有效的教學(xué)方法之一。

一、生生合作在文章鑒賞中的應(yīng)用

在語言體驗(yàn)過程中，教師指導(dǎo)學(xué)生進(jìn)行有效合作，鑒賞閱讀文章，汲取知識(shí)，為寫作做好準(zhǔn)備?，F(xiàn)以Unit 3 reading 為例。

課文原文：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.

教師可以從以下兩個(gè)方面入手，組織學(xué)生四人一組討論并欣賞文章的寫作技巧：

1.通過生生合作回答兩個(gè)問題

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

學(xué)生合作討論后，發(fā)現(xiàn)作者用排比句來表現(xiàn)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.讓學(xué)生合作探究作者是用哪些詞和短語來描述的

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

二、生生合作在寫作過程中的具體實(shí)施

教學(xué)步驟如下：

（1）審題，讀取書面表達(dá)的信息，確定主題并確定文章采用的時(shí)態(tài)。

（2）讓學(xué)生通過學(xué)生之間的合作寫出相關(guān)的詞匯和句型，然后分別根據(jù)文章內(nèi)容和要求運(yùn)用這些詞匯和句型造句。

（3）每位學(xué)生根據(jù)討論的信息組織文章。

（4）合作學(xué)生之間相互傳閱各自所寫的文章，并對(duì)其進(jìn)行初評(píng)；然后根據(jù)同伴反饋的意見進(jìn)行修改；最后認(rèn)真抄寫，上交由教師評(píng)分。

現(xiàn)以2015年高考英語考前最后一卷書面表達(dá)為例。

請(qǐng)閱讀下面的英文短詩，根據(jù)寫作要求寫一篇120詞左右的英語短文。

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：學(xué)生進(jìn)行合作討論這首詩所表達(dá)的情感。學(xué)生在閱讀這首詩時(shí)發(fā)現(xiàn)詩人在詩中用了三個(gè)thank you，學(xué)生形成一致的看法，作者表達(dá)的是對(duì)朋友的感激之情。

第二步：學(xué)生合作寫出相關(guān)詞匯和句型，按文章內(nèi)容及要求造句，最后將各組推薦的句子匯總，辨析句子的正誤，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：對(duì)以上信息進(jìn)行評(píng)議，挑選出最佳句子，若表達(dá)有誤，則進(jìn)行修改。

第三步：小組成員相互傳閱各自所寫的文章，并對(duì)其進(jìn)行初評(píng)，重點(diǎn)發(fā)現(xiàn)文章中的精彩之處，并對(duì)不足之處發(fā)表意見。針對(duì)本則例文，評(píng)議可以從以下幾個(gè)方面展開：

（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：定語從句，非謂語動(dòng)詞，感嘆句及俗語

（c）paragraphing：根據(jù)這篇寫作要求，分成兩段也是恰當(dāng)?shù)?/p>

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

最后，利用同伴的反饋意見再次修改，并認(rèn)真抄寫在作文本子上上交。

三、生生合作的注意事項(xiàng)

生生合作在一定程度上能夠激發(fā)學(xué)生的互助精神，但也存在一些“南郭先生”。因此，在小組合作的過程中，教師一定要根據(jù)學(xué)情設(shè)計(jì)合理的教學(xué)活動(dòng)，盡可能讓每一層次的學(xué)生都能參與其中，并且要設(shè)計(jì)出合理的競(jìng)爭(zhēng)機(jī)制，不讓生生合作流于形式。