李 鋒

（廈門(mén)第六中學(xué)，福建 廈門(mén) 361000）

一、引言

在校本教研的過(guò)程中，閱讀課常成為公開(kāi)課課型的首選。不難看出高中英語(yǔ)閱讀教學(xué)普遍采用整體教學(xué)法，讀前、讀中、讀后活動(dòng)完整，重視聽(tīng)說(shuō)讀寫(xiě)技能訓(xùn)練。但是不少教師對(duì)閱讀文本研究還不夠，生搬硬套整體教學(xué)模式，造成閱讀課堂千篇一律。部分教師讀后任務(wù)為寫(xiě)作，但是在讀寫(xiě)之間找不到合適的切入點(diǎn)，寫(xiě)作部分顯得很突兀。

讀寫(xiě)技能整合是一種被廣泛運(yùn)用的綜合性語(yǔ)言運(yùn)用活動(dòng)。有了閱讀的輸入和鋪墊，寫(xiě)的任務(wù)變得更加簡(jiǎn)單與充實(shí)。同時(shí)有寫(xiě)作為目標(biāo)，學(xué)生也會(huì)更專(zhuān)注于讀。要實(shí)現(xiàn)從讀到寫(xiě)的遷移，實(shí)現(xiàn)從輸入到輸出的遷移，內(nèi)化是重要的中間環(huán)節(jié)。學(xué)生對(duì)語(yǔ)言知識(shí)與技能的內(nèi)化，依托于豐富多樣，有梯度的活動(dòng)。［1］因此，教師需要仔細(xì)研讀閱讀文本，找準(zhǔn)讀和寫(xiě)的聯(lián)系，從而進(jìn)行有效的活動(dòng)設(shè)計(jì)，最終實(shí)現(xiàn)語(yǔ)言輸出。

二、讀寫(xiě)整合基本教學(xué)模式、整合策略

溫州大學(xué)外國(guó)語(yǔ)學(xué)院羅曉杰教授曾提出“三段七步讀寫(xiě)整合教學(xué)模式”?！叭巍笔侵浮白x”“說(shuō)”“寫(xiě)”三個(gè)教學(xué)階段，“七步”是指“話(huà)題導(dǎo)入”“讀前預(yù)測(cè)”“快速閱讀”“讀后討論”“寫(xiě)前訓(xùn)練”“初稿寫(xiě)作”“初稿評(píng)改”等七個(gè)教學(xué)步驟。［2］由于中學(xué)教學(xué)時(shí)間的限制，教師在教學(xué)過(guò)程中很難完成這七個(gè)步驟的。教師要想靈活地運(yùn)用好讀寫(xiě)整合教學(xué)模式，需要仔細(xì)研讀閱讀文本，并結(jié)合學(xué)情來(lái)進(jìn)行相應(yīng)的調(diào)整。

為了有效地整合閱讀與寫(xiě)作，教師在教學(xué)設(shè)計(jì)時(shí)要做到以下兩點(diǎn)：一方面讀要有重點(diǎn)。教師要依據(jù)希望學(xué)生完成的寫(xiě)作任務(wù)進(jìn)行逆向思維，優(yōu)化閱讀任務(wù)的設(shè)計(jì)。［3］另一方面活動(dòng)設(shè)計(jì)時(shí)注意搭建腳手架，準(zhǔn)確把握文本與寫(xiě)作的內(nèi)在聯(lián)系。讀寫(xiě)整合可從以下幾方面入手（見(jiàn)表1）：

表1

三、讀寫(xiě)整合教學(xué)案例

下面筆者就簡(jiǎn)要闡述對(duì)人教版選修八教材中的部分閱讀材料進(jìn)行讀寫(xiě)整合的策略及教學(xué)案例。

（一）好詞佳句借鑒

Unit 1 Using Language的閱讀文本是一篇旅游日記，詳細(xì)記錄了作者三天的旅程及感觸。文章內(nèi)容清晰，詞句實(shí)用優(yōu)美。因此筆者把語(yǔ)言的賞析作為重點(diǎn)，讀后讓學(xué)生操練詞句，最終運(yùn)用到寫(xiě)作中去。（見(jiàn)表2）讀寫(xiě)結(jié)合部分教學(xué)步驟如下：

Step 3 Reading for words and expressions

Read the passage again and underline the words and sentences that are well used. Then put it in the word bank,and add more if possible.

表2

分析：閱讀理解完，讓學(xué)生朗讀文本，欣賞語(yǔ)言，進(jìn)一步感知詞匯在語(yǔ)境中的運(yùn)用，培養(yǎng)語(yǔ)感。同時(shí)歸類(lèi)整理好的詞句，更有助于學(xué)生積累和運(yùn)用語(yǔ)言。

Step 4 Making sentences

Choose five words or sentence patterns to make your own sentences.

分析：讓學(xué)生選取部分詞匯造句，既能夠訓(xùn)練詞匯運(yùn)用的能力，又能激發(fā)學(xué)生創(chuàng)造性思維。

Step 5 Writing

Your American friend Mark is going to visit Xiamen.He is asking you for help. Make a three-day trip plan of Xiamen for him.

Requirement: Try to use the words and sentences we have learned in this lesson.

學(xué)生習(xí)作：Dear Mark,

I am really excited about the news that you are coming to Xiamen. I have planned a three-day route for you. Hopefully you will like it.

On your arriving, I suggest you go straight to Gulangyu Island by taxi and ferry, where you can appreciate spectacular views and explore its unique history and culture as well for the whole day. Find a hotel and feel the quietness of this small island. In the following morning,it is a good idea to climb up to Sunlight Rock, where you can admire the whole island from different angles. In the afternoon, visit Huandao Road, a fascinating road for driving. There is also a bicycle lane marked out for tourists to ride and explore the seashore area. On the last day, I highly recommend that you visit the Jimei School Village with its beautiful schools and museums of local culture.

It may be exhausting, but I promise it is enjoyable and worthwhile. I can’t wait to see you.

Yours truly,

Tom

分析：結(jié)合閱讀話(huà)題來(lái)設(shè)置寫(xiě)作任務(wù)，并且鼓勵(lì)學(xué)生運(yùn)用文本中的好詞佳句，學(xué)以致用。從學(xué)生習(xí)作來(lái)看，劃線(xiàn)部分所使用的詞匯和句型都是閱讀文本中所涉及到的，且運(yùn)用恰當(dāng)，語(yǔ)言流暢，語(yǔ)言面貌有很大改觀(guān)。如果教師在教學(xué)中堅(jiān)持這樣的讀寫(xiě)任務(wù)，一定能夠促進(jìn)學(xué)生綜合運(yùn)用語(yǔ)言的能力。

（二）復(fù)述遷移

Unit 2 Reading的閱讀文本從克隆的定義、作用、優(yōu)勢(shì)及存在的問(wèn)題展開(kāi)說(shuō)明，文章篇章結(jié)構(gòu)非清晰，話(huà)題詞匯豐富，句式表達(dá)借鑒意義強(qiáng)。因此筆者確定以下教學(xué)重點(diǎn)：利用話(huà)題詞匯，有條理地復(fù)述課文，并就克隆問(wèn)題發(fā)表自己的看法，最后進(jìn)行模仿寫(xiě)作。教學(xué)設(shè)計(jì)如下表（表3）。

表3

Step 6 Homework Writing: Nowadays cell phones are widely used in our daily life.Write a short passage about the advantages and disadvantages of cell phones and state your own opinion.靈活運(yùn)用課堂所獲取的知識(shí)技能，培養(yǎng)知識(shí)技能的遷移能力。

學(xué)生習(xí)作（Retelling and writing）：

Cloning is a way of making an exact copy of another animal or plant. It is of great use for producing commercial quantities of plants and medical research on animals.

On the one hand, many scientists were concerned about the progress of Dolly the sheep and tried to improve their research procedures. On the other hand, Dolly’s appearance caused great objections. Some worried that it might be abused by some evil leaders. Religious leaders also raised moral questions.

As for me, I think the research on cloning should be continued as it is promising in curing some deadly diseases. Cloning is only a kind of technology and we should not forbid it because the possibility that it might be abused.

分析：在閱讀理解的基礎(chǔ)上復(fù)述文本內(nèi)容，對(duì)學(xué)生歸納概括能力要求較高。因此這節(jié)課在文本閱讀時(shí)引導(dǎo)學(xué)生關(guān)注文章結(jié)構(gòu)，尤其是關(guān)注段落主旨大意，這對(duì)學(xué)生復(fù)述起到很大的幫助。從學(xué)生寫(xiě)作內(nèi)容來(lái)看，學(xué)生簡(jiǎn)要復(fù)述了克隆的定義、用途及對(duì)待克隆的態(tài)度，最后發(fā)表了自己的觀(guān)點(diǎn)。如果學(xué)生能夠在日常閱讀中多做讀書(shū)筆記，復(fù)述閱讀文本內(nèi)容，并進(jìn)行評(píng)論，一定可以養(yǎng)成良好的閱讀習(xí)慣以及提高寫(xiě)作能力。

（三）體裁改寫(xiě)

Unit 4 Reading是一篇話(huà)劇，故事有趣，對(duì)白精煉，口語(yǔ)化強(qiáng)。學(xué)完本單元，學(xué)生不僅要了解故事，了解話(huà)劇表演，更應(yīng)該懂得話(huà)劇寫(xiě)作的特點(diǎn)。很多閱讀文本都可以在體裁上進(jìn)行轉(zhuǎn)換，比如說(shuō)把游記日記形式改為對(duì)話(huà)，或者把對(duì)話(huà)形式改為短文，這些做法都能夠提高學(xué)生綜合運(yùn)用語(yǔ)言的能力。因此本堂課的重點(diǎn)是閱讀后學(xué)生根據(jù)已知情節(jié)編故事，并改寫(xiě)成話(huà)劇。讀寫(xiě)結(jié)合部分教學(xué)步驟如下：

Step 4 Discussion

What may happen next? Create a story in your group.

分析：文本閱讀完，討論故事情節(jié)的發(fā)展，激發(fā)學(xué)生的想象力。

Step 5 Characteristics of play（How to write a play?）

Character introduction; aside, words used to describe action, expression etc.

分析：觀(guān)察文本，總結(jié)話(huà)劇寫(xiě)作的特點(diǎn)，為戲劇寫(xiě)作做鋪墊。

Step 6 Play-writing

Change the story you have created into a play and make the conversation as interesting as possible.

學(xué)生習(xí)作片段：

Elizabeth Doolittle （E）：a poor flower girl who wants to be a shop assistant.

Shop assistant：a girl working in a jewelry store.

Eliza was wondering how she would be like to work as a shop assistant when she spotted a jewel store. She stepped into it cautiously.

S: （rudely） Sorry, Miss. I won’t buy any flowers.

E: （raises her head up） I am not selling flowers. I will just have a look.

S: （glances at Eliza’s dirty and smelly dress and covers her mouth）You like jewels?

E: （stares at the assistant）You are a fine attendant.I am going to be just like you.

S: Err？（confused）

E: I am going to be working here like you.

分析：從形式上看，習(xí)作涉及到了戲劇的人物介紹、旁白、動(dòng)作描述、表情以及對(duì)話(huà)。從內(nèi)容上看，學(xué)生根據(jù)第一幕中Eliza想要做shop assistant的夢(mèng)想，設(shè)計(jì)了她走進(jìn)一家珠寶店與一位shop assistant的交流對(duì)話(huà)，展現(xiàn)自己追求夢(mèng)想的決心。寫(xiě)作后鼓勵(lì)各小組進(jìn)行表演，寓教于樂(lè)，在表演中學(xué)習(xí)使用語(yǔ)言。

（四）論證方法借鑒

Unit 2 Using Language 的閱讀文本是關(guān)于發(fā)明家貝爾的介紹，寫(xiě)作部分要求寫(xiě)一封求職信。文本每段都有主題句，作者使用了充足的事例來(lái)論證觀(guān)點(diǎn)，使得文章更具說(shuō)服力。因此筆者確立了以下教學(xué)重點(diǎn)：了解貝爾的生平事跡及發(fā)明，并找出作者用了哪些事例來(lái)論證觀(guān)點(diǎn)，最后完成一封申請(qǐng)信，要求講明原因并且用事實(shí)來(lái)論證。讀寫(xiě)結(jié)合部分教學(xué)步驟如下：

Step 5 Argumentation

Finding supporting evidence:

Example：Alexander is a good son because he tried his best to help her mother, who was deaf, hear and communicate.

1. Alexander is full of curiosity. He once sai______________ .

2. Alexander likes exploring around problems and has dynamic spirit. For example, he______________ .

分析：在文本理解的基礎(chǔ)上，讓學(xué)生尋找論據(jù)，學(xué)習(xí)作者怎么用事實(shí)作為論據(jù)來(lái)論證觀(guān)點(diǎn)。

Step 6 Speaking

Recommend one student for captain of the school basketball team using supporting details. .

I recommend… because (qualities) he ______________ ..(Examples) ______________ .

分析：選取與學(xué)生生活相關(guān)的話(huà)題，激發(fā)學(xué)生興趣。讓學(xué)生模仿文本論證方法，用事實(shí)作為論據(jù)來(lái)論證觀(guān)點(diǎn)。

Step 7 Writing

假如你是新華中學(xué)學(xué)生李華，得知某英語(yǔ)報(bào)招聘兼職記者，你有意應(yīng)聘，請(qǐng)按以下要求給報(bào)社寫(xiě)一封自薦信。

1. 表示感興趣。

2. 說(shuō)明優(yōu)勢(shì)。（如英語(yǔ)水平、團(tuán)隊(duì)精神、相關(guān)經(jīng)歷等）

3. 請(qǐng)用具體事例說(shuō)明自己的觀(guān)點(diǎn)。

學(xué)生習(xí)作：

Dear Sir/ Madam,

I came across the news that you have a vacancy for a part-time reporter, which appeals greatly to me.

I am confident that I am equal to the job. Firstly,I have a good command of English. I have always been interested in English and I have been to America as an exchange student for 3 months, which enables me to communicate with native speakers freely and fluently.Secondly, I am curious in personality. When I meet with problems, I always ask how and why. I have ever participated in a one-month long research project on how to make the campus cleaner. I made lots of research to explore the causes and solutions, which leads to a satisfying result. Lastly, I am familiar with the job. Having worked as a school newspaper for one year, I believe I have got some relevant experience.

I would appreciate it if I could become a member of your team.

Yours sincerely,

Li Hua

分析：從習(xí)作來(lái)看，文章段落結(jié)構(gòu)清晰，主體段落運(yùn)用了主題句，并分為三點(diǎn)展開(kāi)闡述，且每個(gè)觀(guān)點(diǎn)都有具體事例來(lái)支撐，具有很強(qiáng)的邏輯性與說(shuō)服力。劃線(xiàn)部分句子為事實(shí)描述，而不是個(gè)人觀(guān)點(diǎn)，體現(xiàn)出學(xué)生較強(qiáng)的邏輯思維。因此，鼓勵(lì)學(xué)生閱讀時(shí)關(guān)注論證方法，并在寫(xiě)作中用事實(shí)作為論據(jù)來(lái)論證觀(guān)點(diǎn)，可以讓寫(xiě)作更有條理與說(shuō)服力。

四、結(jié)束語(yǔ)

讀寫(xiě)整合方式很多，每篇閱讀材料的處理都不盡相同，可以是詞句模仿，也可以從篇章結(jié)構(gòu)、寫(xiě)作手法、體裁改寫(xiě)等方面入手。教師需要仔細(xì)研讀教學(xué)文本的內(nèi)容與特點(diǎn)，聯(lián)系學(xué)生實(shí)際，確定清晰的教學(xué)目標(biāo)，找準(zhǔn)讀寫(xiě)結(jié)合的切入點(diǎn)。只有這樣，閱讀的活動(dòng)才不會(huì)顯得繁瑣無(wú)序，學(xué)生寫(xiě)作也有章可循，最后達(dá)到提高語(yǔ)言綜合運(yùn)用能力的目的。

［1］ 羅之慧，陳丹.初中英語(yǔ)讀寫(xiě)結(jié)合有效性的思考與實(shí)踐［J］ .中小學(xué)外語(yǔ)教學(xué)（中學(xué)篇），2017（4）：8.

［2］羅曉杰.高中英語(yǔ)“三段七步讀寫(xiě)整合教學(xué)模式”［J］.基礎(chǔ)教育外語(yǔ)教學(xué)研究，2008（4）：24.

［3］ 李漫.提升高中英語(yǔ)讀寫(xiě)課有效性的策略［J］ .中小學(xué)外語(yǔ)教學(xué)（中學(xué)篇），2017 （6）：9.