周思臾

引言

浙江省屬于高考改革綜合實(shí)驗(yàn)省份，從2016年10月開(kāi)始，英語(yǔ)新高考實(shí)行一年兩考，安排在每年的10月份和第二年的6月份進(jìn)行（教育部考試中心 2015）。英語(yǔ)新高考試卷與原浙江卷相比，考試題型發(fā)生了巨大的變化，尤其是寫作部分，分值由原先的30分上升到40分。寫作部分為兩篇作文，第一篇是應(yīng)用文寫作（15分），第二篇是讀后續(xù)寫或概要寫作（25分）。與有相對(duì)固定模式的應(yīng)用文相比，讀后續(xù)寫和概要寫作給高中英語(yǔ)寫作教學(xué)帶來(lái)新的挑戰(zhàn)。其中，概要寫作同時(shí)涵蓋語(yǔ)言的輸入和輸出，不僅能提高學(xué)生的閱讀理解能力，還能提升其寫作能力。

一、概要寫作

根據(jù)2015年的《普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)科考試說(shuō)明》，概要寫作提供一篇350詞以內(nèi)的短文，要求考生基于該短文寫出一篇60詞左右的內(nèi)容概要。評(píng)分分為五檔，其中第五檔（21—25分）要求“理解準(zhǔn)確，涵蓋全部要點(diǎn)；能準(zhǔn)確使用相應(yīng)的語(yǔ)法結(jié)構(gòu)和詞匯；有效使用語(yǔ)句間的連接成分，使所完成的概要結(jié)構(gòu)緊湊；完全使用自己的語(yǔ)言”（教育部考試中心 2015）。

根據(jù)高考的評(píng)分原則發(fā)現(xiàn)，概要寫作以快速掌握原文的內(nèi)容梗概為目的，不加主觀評(píng)論和解釋，簡(jiǎn)明、準(zhǔn)確地表達(dá)原文的主要內(nèi)容。概要寫作能讓學(xué)生通過(guò)閱讀原文吸收原文的結(jié)構(gòu)與語(yǔ)言方面的優(yōu)勢(shì)，寫出內(nèi)容一致、結(jié)構(gòu)近似、語(yǔ)言簡(jiǎn)潔的短文。這種寫作既要正確理解原文，又要綜合歸納；既能培養(yǎng)學(xué)生的鑒賞能力，又能訓(xùn)練其寫作能力。一篇優(yōu)秀的概要寫作有三個(gè)特征：完整、簡(jiǎn)潔、客觀。

概要寫作不同于固定體裁的文章寫作，學(xué)生無(wú)法通過(guò)學(xué)習(xí)范文、掌握語(yǔ)言特征、總結(jié)歸納、套用模板、反復(fù)練習(xí)等，在短時(shí)間內(nèi)提升能力（程廉、崔麗芳，等 2004）。概要寫作的原文本身具有不確定性，其體裁可以是議論文，也可以是記敘文、說(shuō)明文等。因此，原先學(xué)習(xí)范文、套用模板的方法并沒(méi)有很強(qiáng)的指導(dǎo)性。概要寫作的重點(diǎn)是：內(nèi)容上學(xué)習(xí)縮寫的方法和思路，語(yǔ)言上掌握同義改寫和句子重構(gòu)的技巧。

二、概要寫作教學(xué)實(shí)例

下面以人教版高中《英語(yǔ)》必修2 Unit 4 Using Language Animal Extinction為例，分析概要寫作的教學(xué)方法。

（一）快讀原文，提煉主旨

概要寫作要求學(xué)生能在最短的時(shí)間內(nèi)讀懂、讀透所給閱讀材料，然后繼續(xù)寫作。要快速理解文章，必須先解決學(xué)生的詞匯障礙。因此，在這堂概要寫作課前就進(jìn)行了生詞聽(tīng)寫。當(dāng)然，在平時(shí)每個(gè)單元閱讀教學(xué)中，教師也應(yīng)有意識(shí)地訓(xùn)練學(xué)生的閱讀理解能力和閱讀速度。

在課堂上，先要求學(xué)生在3分鐘內(nèi)通讀原文，并找出每一段的主旨句。經(jīng)過(guò)問(wèn)答和討論，學(xué)生得出如下結(jié)論：

Topic Sentence for each paragraph：

Para.1：Many animals have disappeared during the long history of the earth.The most famous of these animals are dinosaurs.

Para.2：Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time.

Para.3：We know many other wild plants，animals，insectsand birdshavedied outmore recently.

教師進(jìn)一步引導(dǎo)學(xué)生，讓其了解主旨句一般位于段首或段末，出現(xiàn)在段中的次數(shù)較少。這能幫助學(xué)生在今后的閱讀中快速定位主旨句，掌握文章結(jié)構(gòu)和內(nèi)容。

（二）尋找關(guān)鍵信息，形成初稿

找出文章每一段的主旨句后，學(xué)生對(duì)于文章的框架有了基本的認(rèn)識(shí)。然而，一篇優(yōu)秀的概要寫作僅有框架是遠(yuǎn)遠(yuǎn)不夠的，還需要加入一些關(guān)鍵信息。因此，教師要求學(xué)生在每一段中畫出自己認(rèn)為關(guān)鍵的信息。經(jīng)過(guò)討論，大部分學(xué)生能找出以下關(guān)鍵信息：

They lived on the earth tens of millions of years ago，long before humans came into being and their future seemed secure at that time.

They learned this from the way the bones were joined together.

According to a UN report，some 844 animals and plants have disappeared in the last 500 years.

The dodo is one of them.

根據(jù)主旨句和關(guān)鍵信息，學(xué)生初步形成概要寫作初稿：

Many animals have disappeared during the long history of the earth.The most famous of these animals are dinosaurs.They lived on the earth tens of millions of years ago，long before humans came into being and their future seemed secure at that time.They learned this from the way the bones were joined together.Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time.We know many other wild plants，animals，insects and birds have died out more recently.According to a UN report，some 844 animals and plants have disappeared in the last 500 years.The dodo is one of them.

（三）同義改寫

根據(jù)概要寫作的評(píng)分標(biāo)準(zhǔn)，一篇優(yōu)秀的概要寫作必須完全使用自己的語(yǔ)言，而非照搬原文。如果不能幫助學(xué)生改掉照搬原文的習(xí)慣，將會(huì)影響他們的概括、整合等思維能力，促進(jìn)語(yǔ)言內(nèi)化更無(wú)從談起。因此，下面探討如何通過(guò)實(shí)例講解、方法指導(dǎo)和強(qiáng)化訓(xùn)練幫助學(xué)生在實(shí)踐中掌握“同義改寫”的技巧。

首先，給學(xué)生示范如何進(jìn)行同義轉(zhuǎn)換。

例1：Many animals have disappeared during the long history of the earth.

改寫：The earth has witnessed the disappearance of numerous animals in its long history.

其次，引導(dǎo)學(xué)生根據(jù)給出的范例，歸納同義改寫的常用技巧：

（1）變換主語(yǔ)（animals→the earth）；

（2）轉(zhuǎn)換詞性（disappear→disappearance）；

（3）更換詞匯（many→numerous）。

根據(jù)歸納出的常用技巧，繼續(xù)讓學(xué)生操練其他句子的同義改寫，通過(guò)分組討論，改寫原文句子：

例2：The most famous of these animals are dinosaurs.

改寫：Dinosaurs are a typical example.

例3：They lived on the earth tens of millions of years ago，long before humans came into being and their future seemed secure at that time.

改寫：Long before the appearance of humans，dinosaurs live on our planet free from any dangers.

例4：They learned this from the way the bones were joined together.

改寫：By examining their bones found in China，the scientists are amazed to learn their ability to run and climb.

例5：Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time.

改 寫 ：The causesofdinosaur’ssudden extinction remain a mystery.

例6：We know many other wild plants，animals，insects and birds have died out more recently.

改寫：Recent years have seen the extinction of other wild species.

例7：According to a UN report，some 844 animals and plants have disappeared in the last 500 years.

改寫：Based on data from the UN，about 900 species have died out in the past five centuries.

例8：The dodo is one of them.

改寫：The dodo is one example.

根據(jù)改寫，學(xué)生初步形成概要寫作修改稿：

The earth has witnessed the disappearance of numerous animals in its long history.Long before the appearance of humans，dinosaurs live on our planet free from any dangers.By examining their bones found in China，the scientists are amazed to learn their ability to run and climb.The causes of dinosaur’s sudden extinction remain a mystery.Recent years have seen the extinction of other wild species.Based on data from the UN，about 900 species have died out in the past five centuries.The dodo is one example.

（四）句子重構(gòu)

修改稿的篇幅和語(yǔ)句已經(jīng)基本滿足了概要寫作的要求，但評(píng)分標(biāo)準(zhǔn)中還要求“有效地使用語(yǔ)句間的連接成分，使所完成的概要結(jié)構(gòu)緊湊”。修改稿只是句子的簡(jiǎn)單拼湊，缺乏關(guān)聯(lián)性，因此，教師需要引導(dǎo)學(xué)生重構(gòu)句子。

只有運(yùn)用多種形式的句子結(jié)構(gòu)表達(dá)思想，才能寫出層次清晰、內(nèi)容簡(jiǎn)潔的概要。因此，教師需對(duì)學(xué)生進(jìn)行針對(duì)性訓(xùn)練，使其體會(huì)化繁為簡(jiǎn)、變句為詞和整合散句等重構(gòu)技能。

在課堂上發(fā)現(xiàn)，學(xué)生對(duì)于文中提到的兩種恐龍滅絕假說(shuō)無(wú)從下手。有學(xué)生借鑒議論文的寫作方法這樣寫：

Some believe the extinction resulted from a giant rock unexpectedly hitting the earth while others argue that the extremely hot temperature led to their dying out.

這樣寫文章會(huì)增加很多不需要的單詞，違背概要需要簡(jiǎn)潔的原則，因此教師引導(dǎo)學(xué)生把這些句子變成短語(yǔ)甚至單詞來(lái)重構(gòu)句子。學(xué)生經(jīng)過(guò)討論，概括 為 ：（1）a giant rock hitting the earth；（2）the extremely hot temperature。

（五）形成終稿

教師提醒學(xué)生可以利用定語(yǔ)從句、非謂語(yǔ)等語(yǔ)法結(jié)構(gòu)重構(gòu)句子，最終形成如下幾篇優(yōu)秀的概要寫作終稿：

終稿 1：Dinosaurs were once the masters of the world.However，a sudden and mysterious extinction hit them，leaving behind their bones and eggs for humans’research.Scientistshave proposed two popular theories concerning their sudden disappearance，from an unexpected incident to the climate change.Actually，as what is claimed in a UN report，the number of species dying out is increasing more rapidly，and the dodo is a typical one.

終 稿 2：Dinosaurs are well-known animals which died out from the earth over the long history，but seemingly nothing could be a threat to their existence.By examining their bones，scientists are amazed to discover some of them can climb and run.No one could tell the certain reason for dinosaurs’sudden disappearance.Based on data from the UN，we can draw the conclusion that about 844 animals and plants have become extinct species in the past few centuries.

終稿 3：Long before the appearance of humans，dinosaurs lived on the earth free from danger，some of which used to live in China including a new species of bird-like dinosaurs.Their unique bone connection enabled them to run and climb the trees.However，they became extinct in a short time，the reasons for which remain a mystery.Similar to dinosaurs，many wild species died out in the past 500 years，the dodo included.

終稿 4：Dinosaurs，whose existence could never be threatened then，used to live on our planet long before humans appeared.Their ability to run and climb have been revealed through the inspection of their bones discovered in China.Scientists have suggested many possible causes of their extinction ranging from a rock hitting the earth to the extremely hot climate，which are yet to be proved.Actually，recent centuries have witnessed the extinction of approximately 900 species including dodo.

三、反饋與啟示

通過(guò)這一堂概要寫作課，學(xué)生能基本掌握如下寫作方法（見(jiàn)下頁(yè)圖）：

但在教學(xué)過(guò)程中，發(fā)現(xiàn)部分學(xué)生存在以下問(wèn)題：

（一）主次不清、邏輯性差

部分學(xué)生把每一段話總結(jié)為一句話，然后將其簡(jiǎn)單地拼湊，形成概要。這樣寫出來(lái)的概要雖然涵蓋了文章的要點(diǎn)，但是主次不分，缺乏邏輯性。因此，在教授概要寫作時(shí)，教師應(yīng)提醒學(xué)生分清文章的主次內(nèi)容，對(duì)關(guān)鍵信息進(jìn)行反復(fù)推敲，運(yùn)用關(guān)聯(lián)詞等使文章銜接緊密、邏輯順暢。

（二）強(qiáng)加主觀評(píng)論

個(gè)別學(xué)生會(huì)加入主觀想法，添加文章沒(méi)有提到的信息。在這堂概要寫作課中，有的學(xué)生這樣寫道：“People should attach great importance to protecting wildlife.”雖然這名學(xué)生運(yùn)用了高級(jí)詞匯，但由于文章中并未提到保護(hù)野生動(dòng)物的行為，所以屬于脫離原文的“創(chuàng)作”。因此，在概要寫作教學(xué)時(shí)，教師應(yīng)強(qiáng)調(diào)概要是對(duì)原文內(nèi)容和思想的再現(xiàn)和濃縮，注意其客觀性。

（三）詞匯缺乏多樣性

由于部分學(xué)生詞匯量缺乏，一篇概要中重復(fù)出現(xiàn)同一個(gè)單詞，詞匯缺少變化。如對(duì)于die out的解讀只會(huì)使用本單元extinction，而不會(huì)使用become extinct，disappear，disappearance 等同義詞。因此，在平時(shí)的教學(xué)過(guò)程中，教師可以有意識(shí)地幫助學(xué)生積累同義詞匯。

結(jié)語(yǔ)

在新高考背景下，概要寫作讀寫整合課不僅能幫助學(xué)生提高閱讀速度和能力，還能讓他們通過(guò)廣泛閱讀內(nèi)化語(yǔ)言，為寫作打下堅(jiān)實(shí)的基礎(chǔ)。