高三牛津课文教学与高考写作结合之小议.doc

高三牛津课文教学与高考写作结合之小议 建平中学 徐锋 不少学校进入高三英语教学后，因课程安排紧张，都选择舍弃牛津教材，着手语法、词汇等专项训练。笔者认为，老师若善于挖掘教材在遣词酌句上的闪光点，鼓励学生活学活用，引导学生举一反三，亦有助于指导高考写作。所谓“巧妇难为无米之催”，训练高考写作的前提在于积淀，输入决定输出。而教师与其给条条框框的写作格式，扼杀学生的写作兴趣和创造力，不如让学生在阅读赏析中熟悉和掌握写作要领，自然而然地将阅读对象的谋篇布局、语言表达化为己用。就此而言，牛津课本，作为精心挑选的教材内容，无疑是绝佳的阅读材料，内容素材的仿写移用、结构布局和语言表达的借鉴，学生都能从中汲取框架结构和地道表达，读与写有机结合，以致妙笔生花。现在，就让通过几个实例来说明如何通过牛津课本来提高高考写作能力吧。 例一： 高中牛津英语第五册第一课（More Reading——Help Can’t Wait）介绍了Harry Loomer和Connie Sessoms这两位热心献血的人物。文章结构如下： P1： Harry Loomer事迹介绍 P2： 对Harry Loomer的评价： “a hero; played a big role in helping save hundreds of lives.” P3-4： Connie Sessoms事迹介绍 P5： 通过引用Connie自己的话，间接对其事迹进行评价： “it is more than worth it. They would be willing to sacrifice too.” 这是一篇在人物描写方面可圈可点的文章，所以，笔者在教学过程中，让学生运用该文素材，写一篇题为 “The Person I Respect Most”的作文，并在学生开始写作前，和学生一起探讨了记人文章的各部分内容。具体如下： 第一部分：引入要介绍的主要人物 第二部分：突出该人物性格特点的具体事迹 第三部分：进行一定的评价并总结 让我们来看篇学生范文。 The Person I Respect Most People always adore those who influence the world in positive ways, such as Albert Einstein, the father of the Theory of Relativity and Roebling, designer and commander dedicated to the famous Brooklyn Bridge in NY. However, the person I respect most is no one else but Harry, a warm-hearted undergraduate who donates his blood regularly. Harry began donating blood at a college blood drive as a freshman. Since then, he has donated his blood regularly. Not once or twice a year, but every 56 days棗as often as the law allows. Even though he is doing a internship now, it has not slowed him down at all. Whats more, Harry also participated in a new Red Cross program designed to pair closely matched donors with people who need blood regularly due to ongoing illness. “People need to know how critical it is to have blood on hand,” he comments, “ There is absolutely no substitute for it.” His words and deeds move me to such a great extent that I am determined to follow his step. To judge a person, what counts most is not how greatly he shapes the world but his resolution to dedicate himself and h