借鉴阅读材料培养学生的写作能力，本文主要内容关键词为：培养学生论文,写作能力论文,材料论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、引言
新的英语课程标准提高了对写作的要求，突出了对遣词造句、谋篇布局和情感表达的要求。然而，当前不少学生仍然存在词汇贫乏、搭配不当、句型误用、语法不通、谋篇布局不合理、审题不清以及随意发挥等问题。如何通过阅读克服上述问题是高中英语教师需要思考的问题。
语言学习的过程体现为输入——内化——输出。阅读是学生学习英语的主要输入途径之一，写作则是语言输出的关键途径之一。教师可以根据不同的写作目的，选取教材中不同题材和体裁的经典文章，引导学生欣赏文章，借鉴文章进行写作，以达到以阅读促进写作、以写作提升阅读的目的。
高中学生在三年的英语学习中至少精读了70多篇阅读课文。笔者在指导学生阅读这些课文时，借鉴这些阅读材料指导学生进行仿写练习，即借鉴阅读材料中相关的语言表达、谋篇布局和话题，帮助学生逐步积累词汇、短语、句型和篇章结构，使其熟悉和掌握写作要领，有效提高写作能力。
二、借鉴阅读材料培养写作能力的策略
1.借鉴语言
借鉴语言就是要求学生将阅读中积累的词、句、文运用到写作实践中。教师在阅读教学中应创设适当的情景，借鉴阅读材料中的高级词汇、复杂句型或精彩片段，让学生进行仿写练习。
(1)借鉴词、句进行仿写练习
词、句仿写练习要求学生仿照课文中的高级词汇和复杂句型，按教师给出的情境套用造句。
［案例1］
人教版《英语》选修7 Unit 1 Using Language的课文A Biography of Isaac Asimov中的第四段可以作为借鉴造句与仿写的好素材。以下为该段内容：
It was when Asimov was eleven years old that his talent for writing became obvious.He had told a friend two chapters of a story he had written.The friend thought he was retelling a story from a book.This really astonished Asimov and from that moment,he started to take himself seriously as a writer.
在案例1中，talent for与“take...seriously”可提取为仿写的高级词汇，而句型“It was when...that...”可作为常用例句用于仿写活动。基于上述设想，笔者让学生尝试用词组have a talent for与“take...seriously”做仿句练习。
［情景1］
T:As we all know,Yao Ming is a famous basketball player.How will you describe him by using the phrase "have a talent for"?
学生造出了如下一些句子：
:Yao Ming had a talent for playing basketball when he was a little boy.
:Yao Ming,who has a talent for playing basketball,is working in America.
:Yao Ming,a talented basketball player,is liked by a lot of schoolboys.
［情景2］
T:Mary didn't make a good preparation for the test,so she failed in the mid-term examination.How will you describe her by using the phrase" take...seriously"?
学生造出了如下一些句子：
:Mary didn't take her preparation seriously,so that she failed in the mid-term test.
:Without taking her examination seriously,Mary failed in the mid-term test.
:Mary failed in the mid-term test as a result of not taking her examination seriously.
笔者再让学生尝试用句型“It was when...that...”做仿句练习。
［情景3］
T:Mary failed in the test.At that time,she realized her mistakes.
学生造出了如下句子：
:It was when Mary failed in the test that she realized she should have taken the test seriously.
:It was when Mary failed that she knew the importance of a good preparation for the test.
:It was when Mary failed in the test that she realized her mistake.
提供情境让学生模仿造句可以降低写作难度，增加学生写的兴趣、自信和成就感，但在一定程度上抑制了学生的创造性思维。因此，对于英语学习较好的学生，教师可以让他们自己拟定情境，利用所学词组和句型仿写。例如，有学生用案例1中的词组与句型对莫扎特进行了描述：
Mozart had a talent for music when he was young.As early as three years old,he showed great interest in playing the piano,but his father thought he was too young.One night after supper,he played the piano so well that he gave his father a great surprise.It was when he played the piano so well that his father began to take his gift for music seriously.
在这段仿写中，学生恰当运用了have a talent for，take...seriously两个词组以及“It Was when...that...”这一句型。
(2)借鉴片段进行仿写练习
教师可以在阅读教学中引导学生欣赏某些精彩段落，品味其中的美词佳句以及连接词在句子间所起的起承转合作用，然后创设情景，让学生仿照段落进行写作练习。一篇好的文章不仅需要丰富的内容、巧妙的构思和规范的表达，还需要把这些内容联系起来的语篇衔接手段，即我们常说的关联词、连接性副词以及一些介词和短语等（程晓堂、郑敏，2002）。恰当的衔接词能使行文连贯、流畅，恰当的修辞则能使文章琅琅上口。
［案例2］
人教版《英语》选修7 Unit 3 Using Language的课文A New Dimension of Life叙述了作者去大堡礁潜水的经历。原文中有很多生动描述潜水经历的句子。例如：
I went snorkeling on the reef this morning and this is the most fantastic thing I have ever had...The first thing I became aware of was all the vivid colors surrounding me...purples,reds,oranges,yellows,blues and greens...I especially loved the little orange and white anemone fish...I also loved the small fish...It seemed there was a surprise waiting for me around every corner as I explored small caves,shelves and narrow passages-the yellow and green parrotfish hanging upside down,gathering tiny plants off the coral with its hard birdlike mouth; a yellow spotted red sea slug sliding by a blue sea star...
在案例2中，作者运用恰当的衔接词（如：the first thing，I especially loved，I also loved，It seemed）生动地描述了所看到的海底景象，使行文连贯、流畅。笔者要求学生仿写该课文第1、2、3段中的片段来描述自己的一次旅游经历。有位学生描写了自己去楠溪江春游的经历：
I went on a spring outing to Nanxi River today and this is the most fantastic thing I have ever done.Seeing such extraordinary beauty,I think every cell in my body woke up.The first thing I became aware of was the green hills and running water which are inviting me.It seemed there was a surprise waiting for me around every corner as I explored the hills,the valley and the streams-I especially loved the yellow and green leaves springing out of the trees,telling us the coming of spring; I also loved the vivid colors of flowers,purples,reds,oranges,yellows,blues and greens,inviting us to go traveling,...What pure magic!
这位学生恰当借鉴了阅读材料片段中的连接词，描绘了楠溪江优美的景色。适当借鉴片段的仿写练习可以使学生体会到语言的传神，领悟修辞手法的作用，提高写作能力。
2.借鉴结构
教师在指导学生阅读时可以引导学生从宏观上整体感知文章的主题和谋篇布局，即内容框架和思维脉络。文章的引言段阐明全文的主题思想，提示读者本文将从哪几方面论述；文章的结尾段表明观点，加深读者印象。教师在指导学生阅读时应引导学生分析和模仿文章的结构，提高谋篇布局的能力。
［案例3］
仍以案例2中的课文为例，教师可以引导学生在阅读中提炼文章的框架，再把握其引言句和结尾句，关注连词与细节描写，之后借鉴其构架写一篇游记。例如，该课文的框架结构如下：
Para 1:Reflecting
Paras 2-5:Colour and shapes,some sea creatures,dangers and the reef's edge
Para 6:Final thought
引言句：I went snorkeling on the reef this morning and this is the most fantastic thing I have ever done...
结尾句：What a wonderful,limitless world it was down there! And what a tiny spot I was in this enormous world!
一位学生根据案例2中的课文仿写了自己去青岛海洋馆的游记。
I visited the Qingdao Aquarium,which is the most fantastic thing I have ever done.
Seeing such extraordinary beauty,I believe every cell in my body woke up.It was like discovering a whole new dimension of life.What attracted me first was the vivid colors of fishes surrounding me-purples,reds,oranges,yellow,blue and green.I specially love the whales,swimming freely.It is fun to see a dolphin playing with a ball,making us laugh and laugh.In addition,the corals were fantastic-they were shaped like fans,plates,lace,mushrooms,lettuces and the branches of trees.It was really a day of pure magic.
该学生在习作中借鉴了课文中的引言句、结尾句和其他许多描述性语句，描述了鲸鱼馆和海豚馆等景观。
借鉴结构仿写有助于训练学生的写作思维，帮助学生学会审题，把握中心思想，归纳内容要点，恰当运用时态和语态，避免写作时丢失构成文章的主要段落，逐渐掌握谋篇布局的策略与方法。
3.借鉴话题
近年来，半开放话题作文在高考书面表达中多次出现。半开放话题作文要求考生基于所提供的材料进行适度扩展，而不是随意发挥，因此，教师在平时的教学中指导学生做一些半开放话题的拓展练习是必要的。在学生把握材料内容和结构的基础上，引导学生进行整体吸收与运用，借鉴话题进行拓展活动，如复述、改写、仿写、角色表演、评价人物与事件，以及续写故事结尾等。
［案例4］
人教版《英语》必修3 Unit 2 Healthy Eating中的阅读文章Come and Eat Here介绍了Wang Peng与Yong Hui的餐馆所提供的菜谱。教师可以在学生了解两家餐馆菜谱的基础上，引导学生进行话题的拓展活动。比如，让学生评价菜谱上的菜是否健康，并讨论怎样的饮食习惯才是健康的。
T:Which restaurant supplies healthy food,Wang Peng's or Yang Hui's? What is a healthy diet?
学生经过小组讨论，得出如下结论：
:A healthy diet should include energy-giving food,body-building food and protective food.
:Wang Peng's diet includes too much energy-giving food and body-building food but not enough protective food,because he offers the customers mutton kebabs,roast pork,cola,fried rice and ice-cream.They include not enough fibre food.If we often eat in his restaurant,we will become too fat,so it's not a healthy diet.
:Yong Hui's diet includes raw vegetables,fruits and water.They have some protective food but not enough energy-giving food.If we often eat in her restaurant,we will become tired easily.So it's also not healthy.
通过对话、倾听、交流、质疑和反思，学生在阅读中体会到“什么是健康的食谱”，理解得到深化；之后，教师可以让学生完成以下任务：
①续写故事结尾：What will happen to the two restaurants?
②制订一份健康食谱。
学生续写的故事结尾与制订的菜谱充分体现了他们的创造力。有一组学生续写的结尾如下：
At last,Wang Peng changed his menu.He added grain food,vegetables and fruits in his menu.As we all know,a healthy diet should contain energy-giving food,body-building food and enough protective food.Grain food,vegetables and fruits are all protective food.What's more,he went to play table tennis every other night to keep fit.While Yong Hui didn't only drink water and eat vegetables any longer.She joined a Yoga club and stayed slim as usual but no longer felt tired.
另一组学生制订的健康食谱如右图：
此外，在以上讨论的基础上，借鉴文章的话题，教师可以布置一项题为“How to eat healthy?”的写作任务。以下为有关该话题的一份学生习作：
How Can We Eat Healthy?
As we all know,a healthy diet should contain energy-giving food,body-building food and enough protective food.It is said that food which contains carbon will provide us with energy,so we should eat rice,bread,cakes to be energetic enough to take part in all kinds of activities.Besides,it's necessary for us to eat some eggs,meat and bean curd because they are body-building food.What's more.we should eat some vegetables and fruits to protect our body.
借鉴阅读教材中的美词佳句、语篇结构、功能话题、修辞手法和写作技巧，恰当运用于写作练习，是提高学生英语写作能力的有效途径。只有引导学生在学习中积累，在积累中借鉴，在借鉴中习作，在习作中提升，学生才能真正提高写作能力。