高考英語(yǔ)任務(wù)型寫作中寫概要的探究與實(shí)踐

【摘 要】本文通過(guò)調(diào)查所教班級(jí)在英語(yǔ)任務(wù)型寫作中寫概要時(shí)所出現(xiàn)的問(wèn)題，根據(jù)語(yǔ)言學(xué)的輸入輸出理論，同時(shí)結(jié)合多年的教學(xué)實(shí)踐經(jīng)驗(yàn)和上課的實(shí)例，探討寫作教學(xué)中寫概要的有效方法。

【關(guān)鍵詞】概要 輸入 輸出 語(yǔ)言遷移理論 關(guān)鍵詞句

【中圖分類號(hào)】G632 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】1674-4810（2014）14-0122-03

一 問(wèn)題的提出

廣東英語(yǔ)任務(wù)型寫作一直是英語(yǔ)高考的重頭戲。任務(wù)型寫作不但考查學(xué)生的綜合運(yùn)用語(yǔ)言的能力，而且對(duì)學(xué)生提取信息和分析歸納的能力也有較高的要求。其中的概括部分，學(xué)生要做到“準(zhǔn)確概括到題”，并不是一件容易的事。從高考備考強(qiáng)化訓(xùn)練中發(fā)現(xiàn)：學(xué)生在概括能力方面仍較薄弱，經(jīng)常會(huì)對(duì)閱讀材料的理解不夠全面，概括時(shí)抓不準(zhǔn)主題；有些學(xué)生雖然抓住了主題，但語(yǔ)言不夠簡(jiǎn)潔；有些還直接抄襲原文，從而造成概括部分的得分不高。對(duì)此，筆者在自己任教的一個(gè)畢業(yè)班作了一次成績(jī)調(diào)查，共66人，結(jié)果見表1：

表1

類別項(xiàng)目比例

主題

方面比較全面概括主要信息點(diǎn)15.15%

雖然句子精簡(jiǎn)，但漏掉概括的信息點(diǎn)一個(gè)或兩個(gè)64.67%

概括完全不夠切題，偏離材料主旨53.36%

詞匯

方面善于使用概括性強(qiáng)的詞匯，并會(huì)用相近詞替換原單詞13.33%

使用的詞匯不夠簡(jiǎn)潔、精辟，拼寫出現(xiàn)錯(cuò)誤46.91%

句式

方面用自己的語(yǔ)言，善于靈活變換句式，表達(dá)比較通順、標(biāo)準(zhǔn)；基本上做到“言簡(jiǎn)意賅”10%

概括的信息點(diǎn)完整，但句式冗長(zhǎng)拖沓或啰唆不簡(jiǎn)潔68.71%

“半抄半寫”式的概括，句式變換不夠靈活60%

完全抄襲原文句子，不做任何變動(dòng)53%

其他句子出現(xiàn)語(yǔ)法錯(cuò)誤26.34%

時(shí)態(tài)使用不恰當(dāng)30.17%

沒(méi)有認(rèn)真細(xì)讀材料44.71%

調(diào)查表明，學(xué)生概括中主要的困難就是如何抓準(zhǔn)主題，如何使用精簡(jiǎn)的詞匯和靈活多樣的句式，寫出言簡(jiǎn)意賅、行文流暢的概要。

二 寫概要的理論依據(jù)

根據(jù)外語(yǔ)語(yǔ)言學(xué)的理論，閱讀和寫作是兩項(xiàng)截然不同的語(yǔ)言技能，前者為接受性技能，后者為產(chǎn)出性技能。從語(yǔ)言學(xué)習(xí)的規(guī)律來(lái)看，有輸入才有輸出，輸入是輸出的基礎(chǔ)。輸入的語(yǔ)言知識(shí)越豐富越系統(tǒng)，就越有利于語(yǔ)言輸出的準(zhǔn)確、流利和多樣化。對(duì)于大部分學(xué)生來(lái)說(shuō)，絕大多數(shù)的語(yǔ)言信息是通過(guò)閱讀獲得的，即閱讀為語(yǔ)言輸入的主要途徑。閱讀為輸入，寫作為輸出，只有接受了相當(dāng)?shù)恼Z(yǔ)言材料，才能順利地進(jìn)行表達(dá)。

語(yǔ)言遷移理論進(jìn)一步指出，讀寫之間存在相互促進(jìn)的正遷移。一方面，大量閱讀有助于學(xué)生掌握一些有效的寫作手法和技巧，并將其運(yùn)用于自己的語(yǔ)言交際活動(dòng)中。通過(guò)閱讀，學(xué)生可以獲取大量信息，從而開闊視野、開拓思路、擴(kuò)大知識(shí)面、更新觀念，能夠在具體的語(yǔ)境中學(xué)習(xí)詞語(yǔ)的搭配，熟悉句間和語(yǔ)篇層面的各種銜接手段、感悟長(zhǎng)短句的交替分布，領(lǐng)略各種題材的特點(diǎn)，增強(qiáng)英語(yǔ)語(yǔ)感；另一方面，英語(yǔ)寫作訓(xùn)練又能有效地促進(jìn)語(yǔ)言知識(shí)的內(nèi)化，提高思辨能力、分析問(wèn)題、解決問(wèn)題的能力。

三 寫概要的教學(xué)探究與實(shí)踐

從近幾年的高考寫作和評(píng)卷要求來(lái)看，寫概要是學(xué)生先閱讀一篇英語(yǔ)材料，然后用約30 words對(duì)全文的內(nèi)容或是部分段落的內(nèi)容進(jìn)行書面概括，即讀寫結(jié)合。我結(jié)合多年高三的教學(xué)實(shí)踐，探討如何寫好寫作中的概要部分。

1.做好讀前預(yù)測(cè)

“讀”的材料和“寫”的材料主題是相同的。因此，可以在讀前先瀏覽“寫作內(nèi)容”的要點(diǎn)來(lái)預(yù)測(cè)閱讀材料的可能話題。

[實(shí)例1]（閱讀材料——議論文）

Doctors say anger can be an extremely harmful emotion，unless you learn how to deal with it. They warn that angry feelings can lead to heart disease，stomach problems，headaches，emotional problems and possibly cancer.

Anger is a normal emotion that we all feel from time to time. Some people express anger openly in a calm，reasonable way. Others burst with anger，losing control of themselves. But still other people control their anger. They cannot or will not express it.

Recently some doctors have found that people who express anger too often and violently become，in fact，more and not less angry. This can cause medical problems. Some doctors say that both controlling and expressing anger can be dangerous. They believe that those who express anger strongly may be more likely to develop heart disease，and they believe that those who deep their anger inside may face a greater danger of high blood pressure.

Doctors say the solution is learning how to deal with anger. They say the first step is to admit that you are angry and to recognize the real cause of the anger，then decide if the cause is serious enough to get angry about. If it is，they say，“Do not express your anger while angry. Wait until your anger has cooled down and you are able to express yourself calmly and reasonably

我們可以這樣預(yù)測(cè)：（1）材料中的論點(diǎn)是什么：要生氣？還是不要生氣？（2）論據(jù)是什么：要的理由？不要的理由？（3）如何處理生氣？

通過(guò)預(yù)測(cè)，閱讀時(shí)就有了話題定向，如果循著這個(gè)方向去找，就能在較短時(shí)間內(nèi)有效捕捉到要點(diǎn)，有利于準(zhǔn)確把握主題。

2.判斷閱讀文體，抓住關(guān)鍵詞句

就如不同的文體有不同的閱讀方法一樣，概括也可以因文體的不同而采用不同的技巧。（1）記敘文的概括。概括記敘文重點(diǎn)要抓住what/who/why和result，其他屬于次要要素可以忽略。既要客觀轉(zhuǎn)述故事內(nèi)容，還要寫出所反映出的某個(gè)道理或啟示，而且這個(gè)道理或啟示不能是考生憑空或主觀臆測(cè)。如果概括中細(xì)節(jié)性的內(nèi)容過(guò)多，讀起來(lái)就沒(méi)有“言簡(jiǎn)意賅”的感覺(jué)，就不夠簡(jiǎn)潔。（2）議論文的概括。概括議論文要抓反映作者的論點(diǎn)、論據(jù)相關(guān)的詞句，以“第三人稱”來(lái)客觀轉(zhuǎn)述文中作者的觀點(diǎn)。如文中有一分為二的觀點(diǎn)，那么兩種觀點(diǎn)都要概括，不要遺漏其中一方的觀點(diǎn)。學(xué)生不能發(fā)表或夾雜自己的觀點(diǎn)，而是“客觀轉(zhuǎn)述”。（3）說(shuō)明文的概括。說(shuō)明文的共同特點(diǎn)是文章開頭和結(jié)尾的中心句明顯，段落的主題句也明顯。概括時(shí)抓開頭和結(jié)尾的中心句和段落的主題句；轉(zhuǎn)述原文說(shuō)明的某種現(xiàn)象或問(wèn)題、事物或內(nèi)容。

[實(shí)例2]（閱讀材料——記敘文）

As I got into a taxi one afternoon，the driver was very angry about something that had happened to him earlier that day. Here is how he told the story：

“One of my fares left a wallet in my cab this morning. Nearly three hundred dollars in it. I spent more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a word and glared at me as though I’d meant to steal it.”

“He didn’t give you a reward？ I asked.”

“not a cent. But it wasn’t the money I wanted，”he fumbled，then explode，“if the guy had only said something…”

Why was the driver so upset？ All he wanted was something simple，but even more valuable than money： to be thanked for his efforts. In short，what he wanted，what he needed but did not get，was a little bit of gratitude.

這是一篇故事型的文章，采用要素串聯(lián)法，刪掉里面的細(xì)節(jié)內(nèi)容，材料可概括為：The other day I read a story about a taxi driver（who）who got mad and disappointed（what），for he received nothing for his efforts to return the lost wallet to its owner（why）. So it’s important to express our gratitude to ones who offer us help（what to learn）.（When和where屬于次要內(nèi)容，可省去。）

3.學(xué)會(huì)靈活轉(zhuǎn)變句式

寫作要求中明確指出：“不得直接引用原文中的句子。”直接抄襲原句或半抄半寫的在得分上都會(huì)受到限制。怎樣才能做到“不抄襲”或“創(chuàng)造性抄”？只要對(duì)原關(guān)鍵句進(jìn)行一些改動(dòng)和加工，就不屬于抄襲。這就要求學(xué)生有較強(qiáng)的語(yǔ)言知識(shí)功底。

第一，主題詞句改寫法。找到反映主題的關(guān)鍵詞句，并進(jìn)行改寫。如用相近詞取代句子的原詞；主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)之間的相互轉(zhuǎn)換；復(fù)合句與簡(jiǎn)單句之間的相互轉(zhuǎn)換；不同句型之間的轉(zhuǎn)換。不管怎么轉(zhuǎn)換，都不能改變?cè)黝}句的意思。

[實(shí)例3]（材料中的關(guān)鍵詞句）

例1，同義詞的替換。

They warn that angry feelings can lead to heart disease，stomach problems，headaches，emotional problems and possibly cancer.

lead to=result in/cause

angry feelings=anger/being angry/losing one’s temper

例2，語(yǔ)態(tài)的互換。

The Ministry of Education recently said student intake in unpopular courses would be downsized，even the courses cancelled altogether.

→The Ministry of Education decided to downsize/reduce or even cancelled the unpopular courses.

例3，非謂語(yǔ)動(dòng)詞短語(yǔ)與從句的互換。

There was a king who ruled a rich country.

→There was a king ruling a rich country.

例4，合并句子。

（1）Many people have lost interest in reading.

It is a pity that children today have far less interest in books than a TV set.

→Many people，especially children，have lost in it and they prefer to watch TV rather than read.

（2）Reading is fun and useful. It makes our mind work.

→Reading，which makes our mind work，is fun and useful to us.

第二，主題詞連接法。文章沒(méi)有主題句，但會(huì)出現(xiàn)一些能表達(dá)各個(gè)段落大意的主題詞，可以巧妙地連接原文中主題詞，或用相近詞取代，串起文章的主要內(nèi)容，并且句子通順、簡(jiǎn)明。

[實(shí)例4]（閱讀材料）

Successful language learners don’t depend on books or teachers but are independent； they discover their own way to learn a language. Instead of waiting for teachers to explain，they try to find the patterns and the rules by themselves. They are good guessers who look for clues and form their own conclusions. When guessing wrong，they guess again. They try to learn from mistakes.

Successful learners don’t wait for a chance to use the language； they actively look for such a chance. They find people speaking the language and ask these people to correct them when they make mistakes. They will try anything to communicate. They zre afraid od repeat what they hear or to say strange things； they are willing to make mistakes and try again.

They want to learn the lauguage with a purpose because they are interested in the language and the people who speak it. It is necessary for them to learn the language to communicate with these people and to learn from then.

這篇材料的各段都有自己的主題詞。第一段為independent，第二段為actively，第三段為purpose等。連接這些主題詞就可以寫出概要：The passage mainly tells us that successful language learners are usually very independent and that with a purpose to learn the language，they actively look for chances to use it.

第三，主題句歸并法。有些材料如說(shuō)明文的主題句常在各段的開頭，抓住各段主題句的內(nèi)容，然后再歸并出文章大意。不要面面俱到，語(yǔ)句要通順、精簡(jiǎn)。

[實(shí)例5]（閱讀材料——說(shuō)明文）

It is amazing how much thought someone will give into picking out the perfect present，yet uses very little imagination on how to give it. In many ways，the presentation of a gift is just as important as the item itself. Imagine buying someone a gold ring and leaving it on the kitchen counter with a note that says “thought you might like this.” Or contrast that with the gift of a ring hidden inside a rosebud that will “magically”appear as the rose blossoms in the sunlight.

The text time you are giving a gift，consider presenting it in a creative or meaningful way. For example，the way in which I like to give presents to my wife is by having her find them. I will write about 7 or so clues which lead from one written clue to the next until the final clue leads to the hidden gift. Sometimes I will even write the clues in form of poetry. Here is an example：

…

There are dozens and dozens of ways in which you can transform the presentation of even an ordinary gift into a truly romantic occasion. Don’t just put a lot of thought into the gift，put equal thought into how you will give it.

這篇材料的段落主題句都很明顯（劃線部分），把主題句的內(nèi)容進(jìn)行串聯(lián)整合，就可概括為：The presentation of a gift is important. When you give it，find a creative or meaningful way. In many ways，you can turn the giving of an ordinary gift into a very romantic occasion.

4.概括要留“粗”，省“細(xì)膩”

概括時(shí)要抓住關(guān)鍵信息，刪掉細(xì)節(jié)和例子，或把例子分門別類；要舉例的，則減少例子；簡(jiǎn)化原文中復(fù)雜的描述；省略重復(fù)出現(xiàn)的詞語(yǔ)。實(shí)例有：

（1）flour；sugar；eggs；butter

→分門別類：ingredients

（2）“His courage in battle might without exaggeration be called lion-like.”

→He was very brave in battle.

（3）book clubs for women or only men，husbands and wives，friends and children and so on.

→…book clubs for different/various groups of readers.

省略細(xì)節(jié)，用概括性強(qiáng)的詞語(yǔ)，或用一兩個(gè)細(xì)節(jié)，用and so on收尾。

（4）Kate looked at Paul disappointedly，“you put too much salt on your food，Paul. It’s not at all good for you！”Paul put down his knife and frowned，“Why on earth not！ If you didn’t have salt on your food it would taste awful…like eating wood or sand…just imagine bread without salt in it！”

把這段文字的細(xì)節(jié)描寫簡(jiǎn)單化，可概括為：Kate asked Paul not to put too much salt on his food，but Paul woundn’t listen to her.

四 結(jié)束語(yǔ)

通過(guò)以上方法的指導(dǎo)和大量的訓(xùn)練，學(xué)生能較好地抓準(zhǔn)主題，完善了信息點(diǎn)，能使用精簡(jiǎn)的詞匯和善于用自己的句式來(lái)表達(dá)，學(xué)生的概括能力有所提高。于是我又對(duì)原班級(jí)進(jìn)行了一次調(diào)查，結(jié)果見表2：

表2

類別項(xiàng)目比例

主題

方面比較全面概括主要信息點(diǎn)26.55%

雖然句子精簡(jiǎn)，但漏掉概括的信息點(diǎn)一個(gè)或兩個(gè)56.72%

概括完全不夠切題，偏離材料主旨35.30%

詞匯

方面善于使用概括性強(qiáng)的詞匯，并會(huì)用相近詞替換原單詞20.43%

使用的詞匯不夠簡(jiǎn)潔、精辟，拼寫出現(xiàn)錯(cuò)誤38.85%

句式

方面用自己的語(yǔ)言，善于靈活變換句式，表達(dá)比較通順、標(biāo)準(zhǔn)；基本上做到“言簡(jiǎn)意賅”15%

概括的信息點(diǎn)完整，但句式冗長(zhǎng)拖沓或啰嗦不簡(jiǎn)潔58.64%

“半抄半寫”式的概括，句式變換不夠靈活61%

完全抄襲原文句子，不做任何變動(dòng)48%

句子出現(xiàn)語(yǔ)法錯(cuò)誤26.35%

其他時(shí)態(tài)使用不恰當(dāng)30.14%

沒(méi)有認(rèn)真細(xì)讀閱讀材料40.82%

廣東英語(yǔ)任務(wù)型寫作題型連續(xù)考了幾年，它在一定程度上突破了傳統(tǒng)寫作的限制，概括部分不僅創(chuàng)造性地把“讀”和“寫”緊密結(jié)合起來(lái)，還注重考查考生對(duì)篇章結(jié)構(gòu)的整體把握能力和對(duì)語(yǔ)言材料的處理能力，能從更高的層次考查學(xué)生英語(yǔ)的語(yǔ)言運(yùn)用能力。實(shí)踐證明，學(xué)生掌握一定的概要寫作策略并靈活合理地運(yùn)用，有助于高中英語(yǔ)寫作教學(xué)的科學(xué)化和實(shí)效化，從而有效促進(jìn)高三學(xué)生英語(yǔ)寫作能力的提高，讓師生都感受到寫作的快樂(lè)。

〔責(zé)任編輯：范可〕