提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)

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提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(1)

基于高考的英语写作教学提升策略——以江苏卷书面表达为例

刘美琳

摘要:本文针对目前高中英语写作教学存在的教师缺乏写作教学研究和策略指导,学生语言表达不规范、语篇不连贯等问题,通过对江苏高考书面表达命题的分析,结合自己的教学实际,分别从语言规范、语篇连贯两个方面提出了提升写作教学的策略。笔者旨在提高高中英语写作教学效益,帮助学生提升语言能力。

关键词:语言能力;写作教学;写作策略

一、问题的提出

写作教学是英语教学的重点,也是提升学生语言能力,培养高中生英语学科核心素养的重要途径。写作能力的提升能有效地促进语言知识内化,增强学习者的语言习得(李旭争、林立,2019)。但是,高中英语写作教学存在许多问题。从教师层面上说,许多教师缺乏对高考书面表达和写作教学的深入研究,作文讲评不到位,策略指导欠缺,写作的训练量不足等。从学生层面说,缺乏写作兴趣,语言表达不规范、不得体,语篇缺乏连贯性,层次不清,死记硬背范文、模板等现象普遍存在。李志雪和李绍山在研究中也发现,“教师和学生强调英语口头交际能力以及阅读能力的培养与提升,对英语的写作能力的重视不够”。教与学两个方面的问题导致学生的写作能力令人堪忧。以江苏高考英语书面表达为例,分值25分,每年全省该项得分均分不及格。鉴于此,笔者认为,深入分析高考书面表达,提高写作教学效益,加强写作策略指导,提升学生的语言能力很有必要。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(2)

二、江苏高考英语书面表达分析

(一)命题特点分析

江苏高考卷书面表达为读写类,学生通过阅读一个语篇、一段文字、一组对话或图片等,按照要求写150个词左右的短文,其中含30个词的概要,120词的文章的主体,一般为探讨原因、提出看法或解决措施等。笔者对江苏高考2015-2019的书面表达的命题总体特点进行了分析,具体信息如表2.1.1。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(3)

从表2.1.1可以看出,近五年江苏高考书面表达话题丰富,贴近学生生活,涉及到交通、网络投票、电影票房、网络排名和传统服饰,与时俱进。呈现形式多样,有图表、文字、短文、日记、对话等。写作的内容都含有30个词的概要,文章主体部分以原因、看法和理由为主,写作要求和评分标准每年都相同。江苏卷书面表达摒弃了传统的要点翻译形式,但限定了写作内容,考查学生读、看、写三种技能,属于半开放性写作,试题任务思辨性强,能有效地考查学生的综合语言运用能力、概括能力、思辨式思维能力、创新能力和价值观判断能力。

(二)写作内容分析

笔者通过比较分析,从内容要求角度可以把近5年江苏高考英语表达分为两类,具体阐述如下:

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(4)

从上表可以看出,2015、2017年高考英语书面表达的写作内容类似,都是三个写作内容,学生可以直接根据写作内容要求自然分成三段。内容的组成都是30词概要、原因、启示或理由。区别在于2015年的概要是描述图表和文字,2017年只是描述柱状图内容。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(5)

从表2.2.2可以看出,2016、2018、2019三年的书面表达写作内容都是两点,即30词概要和看法及理由,不同于2015、2017的三点写作要求。因此,近5年江苏高考书面表达按照写作内容上可以分为两类。那么这两类书面表达分别应该如何处理?笔者选择两篇范文来进行分析。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(6)

(三)范文分析

下面以江苏高考2017、2018年书面表达为例分析一下范文的特点。如表2.2.1所示,2017年书面表达的写作内容有三项,即:概要、原因、看法及理由。高考范文如下:

The box-office income of Chinese movies witnessed a constant increase from about 17 billion yuan in 2012 to over 40 billion in 2015. However, that increase slowed down in 2016.

The reasons behind this are various. The fast economic development before 2016 was probably the most powerful engine driving the constant growth in the box-office income. The application of new technologies and the wide appeal of movie stars could also account for the increase. However, China saw a decline in its economic growth rate last year. And the internet increased options for movie lovers. Consequently, some viewers began to turn away from cinemas, leading to a slower growth.

China’s economy is expected to grow at a medium speed in the coming years, so an increase is possible in the investment in the movie industry and the number of quality movies. Therefore, its box-office income will probably enjoy a slight increase.

如表2.2.2所示,2018年书面表达写作内容是两项,即:概要、看法及理由。高考范文如下:

As a major channel of consumption information, the rating is an efficient source of information for shopping in our own consumption. Interestingly, the same rating may have different influences on different consumers.

I tend to consult consumption ratings whatever I purchase. Firstly, the higher rating means the higher quality of the product, or better service. Based on the ratings, I bought my beloved backpack, saw interesting films and tasted delicious foods. Secondly, ratings can save time to make decisions in shopping. For example, there are huge amounts of reference books which I am often confused to choose from. In that case, it is both convenient and economical to buy books according to the ratings.

There is no doubt that it is unwise to depend completely on the ratings in consumption. The advantages and disadvantages of ratings are often closely related. It is necessary to hold an objective attitude towards ratings.

从2017、2018年的范文可以看出,虽然从写作内容上属于两种类型,但范文都是三段,前面两段分别按照写作内容1、2进行写作,区别在于最后一段:

2017年的第三段是题目要求里的写作内容3。共两句话,先阐述理由(China’s economy is expected to grow at a medium speed in the coming years,so an increase is possible in the investment in the movie industry and the number of quality movies),然后总结看法(Therefore, its box-office income will probably enjoy a slight increase)。

2018年的范文,第一、第二段已经将两项写作内容完成,第三段属于总结段,共有三句话,在赞成网络排名的同时,阐述了不要完全依赖排名,要以客观的态度对待网络排名。

从两年的高考范文可以看出,文章的结构都是三段,如写作内容为三项,按照写作要求自然分成三段,在第三段末尾写总结句。如写作内容为两项,按照要求写两段,再写一个结尾段。

(四)评分标准分析

江苏卷高考书面表达的评分标准共16个字,即:内容完整,语言规范,语篇连贯,词数适当。

内容完整指的是覆盖所有写作内容,无要点丢漏,并且注意写作内容之间的衔接,使之成为完整连贯的文章。语言规范是指使用某种语言的人所应共同遵守的语音、词汇、语法、书写等方面的标准和典范。摒弃中式英语、表达不得体等现象。语篇连贯包含两层含义:一是指文章在内容上的连贯(Coherence)。文章中所有的句子都是为全文的中心内容服务。就各段而言,每一句话都要紧紧围绕着该段落的主题句展开,不能出现与主题句无关的句子。二是指语言表达上的连贯。文章的段落之间,段落中各句之间要有一定的衔接(Coherence)。段落之间的衔接也要符合逻辑,这样才能使文章连贯紧凑,自然流畅,脉络清楚,层次分明。只有把内容的连贯性和表达连贯性结合起来,才能有效地阐述文章的主体思想。词数适当指的是按照江苏卷高考书面表达要求150词左右,一般不少于130个词,不多于170个词。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(7)

三、高中英语写作教学的提升策略

基于高中英语写作教学中存在的问题及近年来江苏高考英语书面表达的分析,顺应高考要求,提升写作教学策略和学生语言表达能力是值得高中英语老师深入探究的话题。下面笔者将从江苏卷评分标准里的语言规范、语篇连贯这两个重要方面结合自己的教学实际谈谈提升高中英语写作教学的策略。

(一)语言规范提升策略

俗话说:读书破万卷,下笔如有神。要想学生写作语言规范、得体,教师平时在教学中要注意引导学生在英语学习中多注意积累,尤其是在大量阅读中输入一些写作灵感。另外,教师提升写作教学效率,加强对学生进行针对性的写作策略指导也尤为主要。笔者在教学中尝试从以下几个方面指导学生提升语言表达的规范,收到了很好的效果。

1. 多用固定句式结构

好的句式结构可以使语言表达地道、规范、流畅,少犯错误,例如:There is no denying/doubt that...;It is not... but... that matters;What... is that...;When it comes to...等。这些句式结构在书面表达中可以结合适当的语境使用,如:When it comes to solutions, the government and school are bound to make strict laws and regulations against school bullying.

2. 多用固定短语。

短语属于固定语块,使用短语可以使语言输出变得更加方便、快捷,提高语言使用的准确性和流畅性。试比较:

例句:很多人认为防控疫情非常重要。

表达1:Many people think that the prevention and control of the epidemic are very important.

表达2:Many people think that the prevention and control of the epidemic are of great importance.

表达3:Many people attach great importance to the prevention and control of the epidemic.

以上三个表达中,表达1用了简单的系表结构,表达2用了be of great importance,表达3用了一个固定短语attach great importance to,很明显,表达2、表达3比表达1要好得多。

3. 适当使用从句、非谓语

适当使用从句或非谓语,可以增加句长,升格句式结构。以一个30个词的概要为例:

表达1:Moth had to make a long walking with his wife because of homelessness and serious illness. During the long journey, they suffered a lot, but they also got hope.

表达2:After becoming homeless and seriously ill, Moth had no choice but to make a walking journey with his wife, during which they suffered a lot but gained hope at the same time.

从上面的两个表达可以看出,表达2中用了定语从句把两个句子变成了一个句子,而且连贯自然,显然句式变得更加高级。

4. 适当使用被动表达

适当的被动表达可以增强语气,可以把要强调的部分凸显出来,使句子升格,如:

中国已经采取多种措施来抗击新冠状病毒。

表达1:China has taken various measures to combat novel coronavirus.

表达2:Various measures have been taken to combat novel coronavirus.

从两个句子表达可以看出,表达1用了主动形式,主语是China,表达2用了被动表达,把句子的强调的重点由China变成了Various measures,这种表达更能突显采取措施的决心。

5. 要会使用拓展句

如果每个句子都写简单句,不但难以完成150个词的表达任务,而且句子也显得单调,一个简单句就像一个孤零零的树干,加上拓展句,可以让它开枝散叶,变得丰满、美观。例如:

表达1:Such products carry with them traditional Chinese culture.

表达2:Such products carry with them traditional Chinese culture, thus promoting further acceptance and recognition of Chinese culture on the international stage

表达1是个简单句,表达没有错误,但是句子太短,显得简单、单调。表达2则在简单句后加了一个结果状语来拓展句子,句子明显变得更加丰满,句式结构也上了一个层次。

拓展的方式还有很多,其中举例是一个好的拓展方式,如2018年高考范文中有这样一段话就是通过举例的方式完成拓展的:

Secondly, ratings can save time to make decisions in shopping. For example, there are huge amounts of reference books which I am often confused to choose from.

再如,关于环境保护问题的一个句子也可以通过举例的方式来拓展:

We teenagers should do what we can to protect the environment and save the earth. For example, we can use recyclable bags instead of plastic bags, refuse to use single-use products, plant more trees and save water and energy.

拓展句的使用不但可以使短句变长句,更主要是通过拓展,使得句式升格,说理更加充分。

6. 注意词汇的得体性和丰富度

词汇的得体性是指词汇使用的准确性和适切度,要符合英语表达的习惯而不能中式思维。词汇的丰富度是指形符数(单词总数)与类符数(不重复单词数)的比较,类符数高,说明文章中不重复单词数量多,词汇量丰富。如《牛津高中英语》模块九第三单元reading讲的是各种颜色的象征意义,文章用了很多种表达方式,如:

Red is a symbol of joy and is associated with happy things.

Red can also represent bad things.

In addition, red also has political meanings.

In some places, red indicates sadness.

Yellow shows courage in Japan and peace in India, but in Western cultures, it means he or she is easily frightened.

The idiom ‘in the black’ also conveys the good meaning of having money or...

All colours carry different meanings.

... refer to someone with little experience.

再如:人民群众的生命安全和身体健康始终是第一位的。

这个句子可以用不同词汇、语态、句式来表达:

The people’s safety and health is always at the first place.

The people’s safety and health should always be put at the first place.

The people’s safety and health always comes first.

The safety and health of the people is always the top priority.

We should give priority to the people’s safety and health.

The people’s safety and health should be prioritized.

It is the people’s safety and health that really counts.

What matters most is the people’s safety and health...

由此可以看出,英语语言的表达的方式很多,词汇是基础,学习者在平时要注意词汇的积累,提高词汇的丰富度。

7. 巧用副词

巧妙地使用副词可以加强语气,给文章增色,常见的副词如:totally, strongly, personally, generally, obviously, universally, completely, therefore, actually, absolutely, eventually, largely, partly, basically, currently, probably, surely, seriously, greatly, really等。常见的表达如:

I’m totally /fully in favour of the idea.

I’m completely in agreement with...

I strongly recommend that...

For example, I probably will set different rubbish bins at my home, calling on all my family members to throw rubbish into different rubbish bins.等。

8. 巧用无灵句

从有无生命角度划分,主语可区分为有灵主语 (animate) 和无灵主语 (inanimate) 两类。简单说,无灵句就是以无生命的抽象名词或代词作主语。从句式结构上看,无灵句式结构严谨、工整,是从静态向动态过渡,虚化行为的主体,但表达思想和感情显得较自然、公正、客观。从语法功能上讲,无灵句语气更显委婉、间接,只注重行为的结果,而不顾使事的主体。在书面表达中使用会让人耳目一新。如:

Recent years have witnessed a growing social mobility.

The beautiful scenery gained the place quite a reputation.

A terrible thought suddenly struck me—had I locked the door?

The sight of the picture reminds me of my hometown.

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(8)

(二)语篇连贯升格策略

书面表达是一篇完整的文章而不是几个句子的堆积,一篇好的书面表达不仅仅要注意语言规范,还要关注语篇的连贯,根据江苏卷高考书面表达命题的特点,教师在写作教学中可以从以下几个方面指导语篇连贯。

1. 使用主题句

江苏高考英语书面表达一般一个写作内容分为一段,每段都有一个主题和关键词,通常位于句首,使用主题句可以让老师迅速抓住关键词,了解本段要表达的内容,确保内容完整,无要点丢漏。以2020届南京市一模书面表达学生的习作为例,本次书面表达的话题是教育惩戒,除了30词概要外,另外两个写作内容是对教育惩戒的看法及理由、对教育惩戒实施的建议。以下是学生习作中第二段、第三段的主题句:

Weighing the pros and cons of education punishments, I am in favor of it personally.

To ensure a better application of the regulations, several tips are given.

以上两个句子位于段首,分别把观点和建议两个关键词放在了主题句中,开门见山,突出了本段要表达的要点,简洁明确。

2. 注意要点之间的层次性

从江苏高考英语书面表达看,一般都是要求写2-3个理由、建议或措施等,那么这2-3点改如何排列?有何讲究?2015年江苏高考英语书面表达的写作内容3要求从社会规范(rules and regulations)和个人行为两个方面谈谈得到的启示(不少于两点),这两个方面的要求给学生一个启示:要点之间要有层次性。如从社会到学校再到学生,这样表达使文章结构有序,层次清楚。

如谈论人工智能广泛使用的两点原因,可以先从科技的发展的角度,再从人工智能本身的优势两个方面描述:

For one thing, great advances in science and technology make it possible for robots to be widely employed in many fields. For another, productivity has been greatly increased by using robots, which in turn helps promote the popularity of robots.

3. 用好连接词、过渡词

适当使用连接词、过渡词使文章层次清楚,流畅自然,朗朗上口。句与句之间可以适当使用连接词,段与段之间也可以使用一些过渡词。

常见表示列举的连接词如:first, second, last;in the first place, in the second place, lastly;to begin with, furthermore, finally;to start with, in addition, finally;first and foremost, besides, last but not least;most important of all, moreover, finally;on the one hand, on the other hand;for one thing, for another thing等。2018年江苏卷书面表达范文第二段列举理由时用了firstly, secondly。

在表达观点或总结全文时也可以用一些过渡词或过渡句,起到承上启下的作用。

常见表达观点的有:I think; in my opinion;as far as I’m concerned;As for me/myself;From my point of view/perspective;I hold the view that...;Personally, ...等。

常见总结全文的有:Obviously, we can draw the conclusion that..., to sum up, in conclusion, in general, in brief, in a word, in short, in summary, thus, therefore等

4. 要会写结尾句

一篇好的书面表达要有结尾句或结尾段,总结全文,归结主旨,常见的结尾可以是观点的再强调、发出号召、表达愿望、表明决心、提出建议等。如:

All in all, only when we develop ourselves can we keep pace with the developing world.(强调观点)

Only by joint efforts, can we offer students a good education and a bright future.(发出号召)

To conclude, AI will gain lots of currency for its benefits in the future.(表达愿望)

I am convinced that I will be admitted into a key university if I put all my heart into study.(表明决心)

To sum up, necessary as the punishments are, we should take proper measures on how to regulate students. (提出建议)

四、结语

英语写作是一种综合性的思维活动,既是语言知识的综合运用过程,也是语言技能的学习发展过程,同时还是评价学习效果的重要指标之一(张晓玲、殷刚魁,2018)。要提升学生语言表达能力,不是一朝一夕的功夫,要通过大量的语言积累,还要注重写作过程,在写作过程中找到灵感和提升策略。基于近几年江苏高考书面表达的命题特点和写作要求,作为一线的英语教师要认真研究真题,研究学情,针对学生书面表达中存在的问题,探究提升写作教学和语言能力的策略,科学指导,真正提升学生英语学科素养。

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(9)

参考文献

[1] 李旭争,林立. 初高衔接阶段多举措联动英语写作实践策略[J]. 中小学英语教学与研究,2019(1).

[2] 李志雪,李绍山. 对国内英语写作研究现状的思考——对八种外语类核心期刊十年(1993-2002)的统计分析[J]. 外语界,2003(6).

[3] 张晓玲,殷刚魁. 基于深度学习的智学英语写作教学策略[J]. 中小学英语教学与研究,2018(6).

English Writing Teaching Promotion Strategy Based on the College Entrance Examination——Take Jiangsu Volume Written Expression as an Example

Liu Meilin

Abstract: In view of the problems existing in senior high school English writing teaching, such as teachers’ lack of writing research and strategy guidance, students’ inappropriate expression, incoherence of texts, this paper analyzes the written expression of college entrance examination in Jiangsu Province, and puts forward upgrading strategies in terms of language expression and discourse coherence in combination with its own teaching practice. It aims to improve the efficiency of English writing teaching in senior high school and help students to improve their language ability.

Key words: language ability; writing teaching; writing strategy

(本文首次发表在《基础教育外语教学研究》2020年第5期)

提升高考浙江英语作文的方法(基于高考的英语写作教学提升策略)(10)

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