王蓓

【摘 要】 針對高考閱卷經歷中和教學實踐過程中發(fā)現的高中生在英語書面表達中存在的問題，筆者通過培養(yǎng)學生運用“復雜句式”的意識和能力這一教學模式進行了一學期的英語寫作教學行動研究和實踐。研究的結果表明：“復雜句式”的恰當運用有助于提高英語綜合水平在中等及以上水平的這一學生群體的書面表達成績。

【關鍵詞】高中英語；復雜句式；教學策略

就筆者而言，正確運用“復雜句式”這一意識和能力的關鍵在于日常教學過程對學生進行相關系統(tǒng)的培養(yǎng)。英語“復雜句式”的運用很多都是借助于某種語法現象完成的。因此，在培養(yǎng)學生運用“復雜句式”意識和能力的同時，又可以對高中很多英語語法現象進行鞏固，真可謂“一箭雙雕”。

“復雜句式”的運用關鍵是兩點。一是要有運用“復雜句式”的意識；二是有正確運用“復雜句式”的能力。

對于學生意識的培養(yǎng)應融入到日常的英語教學中，因為這是一個相對漫長的過程。這樣做有助于逐步培養(yǎng)，使其養(yǎng)成習慣。此外，要加強相關句型的訓練。筆者在平常的書面表達講評中的第一個環(huán)節(jié)是，讓學生相互交換作文，找出其中可以運用復雜句式的句子并要求他們把自己能想到的句式運用其中。

日常的教學中，每每遇到文章中的一些典型句子，筆者就會讓學生用筆將之劃出來，并根據不同句型提出相應的將文章源句改為符合“復雜句式”目標句的要求讓學生完成。如果文章源句本身的句式就是復雜句式，筆者也會要求他們先領會復雜句式，再將其變?yōu)槌Ｒ?guī)的句子。如此雙向的練習更能加深學生對“復雜句式”的理解和掌握。如：牛津高中英語模塊七課本Unit1 Reading部分有這樣一句，“It was not until 1938 that the first color TV program was broadcast”，這是一句典型的關于“not…until”句型的強調句式，筆者讓同學們把它恢復原樣，以期他們了解not…until 強調句式的轉化方式。然后再讓他們根據強調句式相應的轉化規(guī)則，將其轉化為強調句式和倒裝句式：Not until 1938 was the first color TV program broadcast。如此“一反一正一補充”的練習方式極大的強化了他們的轉化和運用“復雜句式”的意識和能力。

例如，來展示一下學生在接受“復雜句式”的訓練前后的兩篇書面表達作為對比。為了增強對比性，筆者選用了同一篇書面表達的題目：

假設你是中學生李華。在一位名叫Susan的學生家長的博客上，你看到如下內容。請根據博客內容、寫作要點和要求，給這位家長回復。

My daughter is sixteen years old. I have a rule for her： be among the top 3 students or get punished in one way or another. She has been doing very well in school， but some friends of mine keep telling me that I put too much pressure on her. Am I wrong？

寫作要點：1.表明自己的看法；2.陳述自己的理由（可舉例說明）；3.提出至少兩條建議。

要求：1. 內容充實，結構完整，語意連貫。 2.短文詞數不少于120（不含已寫好的部分）。

Hi， Susan， what puzzles you is actually a puzzle for many parents in China. My idea is that .Yours， Li Hua

第一篇（此實驗前某同學W的例文）：

What puzzles you is actually a puzzle for many parents in China. My idea is that it is not proper for you to do that.

It is quite common for you to put much pressure on your daughter. Because high scores can help her have a good future. But high scores dont mean everything. If you always put much pressure on her， then she cant be very happy. Besides， there is something more important than high scores like emotion， enjoying life.Finally， punishment may be bad to the relationships between you and her.

In my opinion， I think you can talk with her and try to know her idea about how you treat her. Besides， you can give her some little surprises like small gifts when she makes some progress in her study. This may help you get on better with her.

I hope my advice can be useful to you.[136words]

Yours，

Li Hua

第二篇（此為試驗后該學生的例文）：

What puzzles you is actually a puzzle for many parents in China. My idea is that it is not quite proper for you to do so.

There is no denying that high grades are an important factor in evaluating students ， which may contribute to her promising future. Whereas， health， emotion and life attitude should never be ignored. Moreover， excessive pressure on children may just cause them to lose interest in studies， not knowing what to pursue but high grades. In addition， it is punishment that is a factor leading to the generation gap between parents and children.

As to this， it is my suggestion that you take your friends advice. To begin with， youd better have a nice talk with her and get to know what she thinks of the way you treat her. As well as this， a pleasant reward can be offered when she does make some progress . It is expected that my advice above may be of some value in harmonizing the relationship between you and your daughter.[158 words]

Yours，

Li Hua

第一篇書面表達中雖然錯誤很少，但是很少見到“復雜句式”，而第二篇文習作中嘗試運用了若干“復雜句式”（文中有下劃線的部分）。總體看來，通過近一年的針對性訓練，學生在進行書面表達式的語言運用能力方面的確有明顯提升。

此項訓練并非特別耗時、耗精力。但從結果來看，效果也較為明顯。在此，筆者希望更多的英語老師能夠加入到這一行列中來，繼續(xù)鞏固和擴大成果。借助“復雜句式”在英語書面表達中的運用，使越來越多的學生能夠從中獲益。

（作者單位：江蘇省揚中高級中學）