高考英語寫作指導(dǎo) 讀寫任務(wù)解析 新課標(biāo) 人教版

1、高考英語寫作指導(dǎo)讀寫任務(wù)解析2007高考寫作分為兩部分,即基礎(chǔ)寫作(15分和讀寫任務(wù)(25分。兩部分分值共40分,在整卷中占有較大比例。其寫作要求、寫作思路和技巧與以往均有很大的不同。尤其是讀寫任務(wù)部分,難度較大。它要求考生先閱讀一篇200字左右的文章,然后按照給定任務(wù)完成150字左右的作文。下面以高考考試科說明上的樣題作為例子,全面解析該題型的寫作步驟、方法及技巧。閱讀下面的短文,然后按照要求寫一篇150詞左右的英語短文。(1 Let children learn to judge their own work. (2 A child learning to talk does not le

2、arn by being corrected all the time; if corrected too much, he will stop talking. (3 He notices a thousand times a day the difference between his language and others language. (4 Bit by bit, he makes t he right changes to make his language like other peoples. (5 In the same way, children learn to do

3、 all the other things.(6They learn to talk, run, climb, ride a bicycle by comparing their own behaviors with those of more skilled people, and slowly make the needed changes. (7 But in school teachers never give a child a chance to find out his mistakes for himself, even fewer chances for him to cor

4、rect himself. (8They do it all for him. (9 Teachers act as if the student would never notice a mistake if they did not point out it to him. (10 They act as if the student would never correct it unless he was made to.(11Soon he becomes dependent on the teacher. (12 Let the student do it himself.(13 L

5、et him work out, with the help of other children if he wants it, what this word means and what the answer is to that problem.(文中序號(hào)為作者本人所加,以便后文引用。下同。寫作內(nèi)容1概括短文的內(nèi)容要點(diǎn),該部分的字?jǐn)?shù)大約30詞左右;2就“學(xué)生的學(xué)習(xí)錯(cuò)誤該不該改正”這個(gè)主題發(fā)表你的看法,至少包含以下的內(nèi)容要點(diǎn),該部分的字?jǐn)?shù)大約120詞左右;a以英語學(xué)習(xí)為例,簡述你學(xué)習(xí)過程經(jīng)常出現(xiàn)的語言錯(cuò)誤;b你是如何看待自己的語言錯(cuò)誤;c你的老師如何對(duì)待你的語言錯(cuò)誤;d你對(duì)老師的做法持什么看

6、法?為什么?寫作要求你可以使用實(shí)例或其它論述方法支持你的論點(diǎn),也可以參照閱讀材料的內(nèi)容,但不要抄襲閱讀材料中的句子。評(píng)分標(biāo)準(zhǔn)概括的準(zhǔn)確性、語言的規(guī)范性、內(nèi)容的合適性以及篇章的連貫性?？梢钥闯?“讀寫任務(wù)”有如下的特點(diǎn):1. 在寫作內(nèi)容的要求上,要求對(duì)所給的英文語言材料進(jìn)行加工,即客觀、準(zhǔn)確而又全面地轉(zhuǎn)述所給材料的觀點(diǎn),并在此基礎(chǔ)上對(duì)材料觀點(diǎn)做出判斷,即表明肯定、否定或者折衷的立場。2. 在寫作內(nèi)容的量化上,要求比較寬泛,表現(xiàn)為整篇文章要求控制在“150詞左右”,其中,概括所給短文和發(fā)表考生個(gè)人看法的部分的詞數(shù)要求分別控制在30和120左右; “至少包含以下的內(nèi)容要點(diǎn)”的字眼表明考生可以適當(dāng)增加

7、相關(guān)內(nèi)容。3. 在綜合語言運(yùn)用能力的要求上,側(cè)重考查考生轉(zhuǎn)述他人觀點(diǎn)、提出自我觀點(diǎn)、論證所提觀點(diǎn)的思維能力,考查考生概括能力、思辨能力和較高的語篇布局能力。因此,“讀寫任務(wù)”可以視為“指導(dǎo)性寫作”,它側(cè)重于完成隱性的、內(nèi)在的任務(wù),而非形式上的量的要求。比如,“概括短文的內(nèi)容要點(diǎn)”并沒有指出應(yīng)包括哪些要點(diǎn),而旨在考查考生對(duì)所給閱讀材料中的信息進(jìn)行理解并加以概括的能力。又如,“發(fā)表你的看法,至少包含以下的內(nèi)容要點(diǎn)”并沒有指明考生要提出自己的觀點(diǎn)、論證其觀點(diǎn),并最后得出結(jié)論,考生應(yīng)能提出自己的觀點(diǎn)并加以論證,因?yàn)檫@是論說文自身的內(nèi)在要求所規(guī)定的。那么如何解析、完成“讀寫任務(wù)”?我們可以用以下幾步來完

8、成:明確任務(wù)、審讀閱讀材料、概括對(duì)方觀點(diǎn)、提出自己觀點(diǎn)并加以論證。第一步,明確任務(wù)。認(rèn)真閱讀命題,弄清任務(wù)和要求。很明顯,任務(wù)一是“概括短文的內(nèi)容要點(diǎn)”。注意:概括階段并不需要加上個(gè)人的見解。任務(wù)二是“發(fā)表你的看法”。你可以同意或者反對(duì)文章觀點(diǎn),也可以對(duì)文章的各種觀點(diǎn)進(jìn)行折中。第二步,審讀所給的閱讀材料并整理其思路?？梢钥闯?該短文具有完整而縝密的論證要素,論點(diǎn)、論據(jù)、結(jié)論俱備:(1為論點(diǎn), (2-(11為論證部分,(12、(13為結(jié)論。其中,論證部分是從正反兩方面進(jìn)行論證的:(2-(6為正面論據(jù),(7-(11為反面論據(jù)。所給短文的說理思路可以整理如下:1.論點(diǎn)Let children lea

9、rn to judge their own work.2.論據(jù)1正面論據(jù)a. a child learning to talk does not learn . to mak e his language like other people s.b. in the same way, children learn . make the needed changes.2 反面論據(jù)But in school teachers never give a child a chance . he becomes dependent on the teacher.3.結(jié)論Let the student d

10、o it himself. Let him work out, with the help of other children if he wants it, what this word means and what the answer is to that problem.第三步,概括轉(zhuǎn)述所給短文的大意。對(duì)短文進(jìn)行概括是一個(gè)獲取信息、加工信息的過程,需要嚴(yán)謹(jǐn)?shù)乃季S和準(zhǔn)確的表達(dá)能力,而且要使用自己的語言來表達(dá),“不要抄襲閱讀材料中的句子”。因此,“概括短文的內(nèi)容要點(diǎn)”,實(shí)為客觀簡要地轉(zhuǎn)述作者的觀點(diǎn)、論據(jù)和結(jié)論。首先,對(duì)作者的觀點(diǎn)進(jìn)行概括轉(zhuǎn)述。作者的觀點(diǎn)是Let children Learn

11、 to judge their own work.這等于說Let children learn to correct their own mistakes. 也就等于說Childrens learning mistakes should not be corrected by their teachers. 因此,對(duì)作者觀點(diǎn)的概括轉(zhuǎn)述可以是The author thinks that childrens learning mistakes should not be corrected by their teachers.這里采用的是“正話反說”的寫作方法,實(shí)現(xiàn)了概括對(duì)方觀點(diǎn)的準(zhǔn)確性。接下來,

12、對(duì)作者的正面論據(jù)進(jìn)行概括轉(zhuǎn)述。作者的正面論據(jù)是,A child learning to talk (孩子學(xué)說話是通過notices . the difference between his language and otherslanguage, 從而自覺地一步一步地makes the right changes(自我校正學(xué)會(huì)的。這就是說,A child learns to talk by comparing his language with the others. 作者依次類推說,In the same way, children learn to do all the other thi

13、ngs.這就可以概括為: Children learn by comparing their behaviors, including speech, with those of more skilled people. 同樣,作者的反面論據(jù)可概括轉(zhuǎn)述為“But in school tea chers point out and correct their students mistakes for them too often, making the students dependent on them.”;結(jié)論可概括轉(zhuǎn)述為“So children should learn by corre

14、cting their own mistakes and helping each other.”至此,第一項(xiàng)任務(wù)客觀、準(zhǔn)確而全面地概括轉(zhuǎn)述短文內(nèi)容要點(diǎn)就完成了。第四步,完成第二項(xiàng)任務(wù)提出自己的觀點(diǎn)并加以論證。仔細(xì)閱讀可以看出,所給短文盡管看上去論證很嚴(yán)密,實(shí)際上其論據(jù)之間存在著明顯的不一致性。我們知道,兒童學(xué)習(xí)說話、跑步、攀爬、騎自行車與其在學(xué)校接受正規(guī)教育相去甚遠(yuǎn),缺乏可比性。前者可以通過學(xué)習(xí)者的觀察、對(duì)比與模仿而完成,而后者是在老師的指導(dǎo)下進(jìn)行的,由于其復(fù)雜性、系統(tǒng)性與間接性,往往需要教師反復(fù)指出學(xué)生的錯(cuò)誤。論據(jù)的不一致正是反駁或否定所給材料觀點(diǎn)的最佳突破口。據(jù)此,我們可用In my o

15、pinion, it is definitely not like that. 對(duì)其觀點(diǎn)加以否定。需要順便提及的是,這句話在全文的語篇結(jié)構(gòu)上還具有承轉(zhuǎn)作用,使上下段落自然過渡,一氣呵成。僅否定對(duì)方的觀點(diǎn)不等于提出了自己的正確觀點(diǎn)。緊接著,要針鋒相對(duì)地提出自己的觀點(diǎn):Students mistakes should be corrected by their teachers. 并以此為全文的標(biāo)題。作為文章第二部分應(yīng)先擬出它的主題句: In real school learning situations, especially in learning a foreign langua ge li

16、ke English, without teachers correction we cannot make progress. 這個(gè)段落主題句剛好與前面的標(biāo)題相呼應(yīng),并自然而然地引出論據(jù)的寫作。接下來,必然要對(duì)自己的觀點(diǎn)進(jìn)行論證。按命題的要求,至少要包括abcd四個(gè)內(nèi)容要點(diǎn)(見題。之所以要以英語學(xué)習(xí)為例,目的是要用親身經(jīng)歷的事實(shí)證明自己的觀點(diǎn)是正確的。我們知道,對(duì)于自己的語言錯(cuò)誤學(xué)生自然是想自己能意識(shí)到并自己糾正了,而實(shí)際上他們是在不知不覺中犯錯(cuò)誤,而且是屢犯難改,無能為力。教師自然希望、提倡學(xué)生自己找出錯(cuò)誤并自己糾正。但實(shí)際上,沒有教師的指正,學(xué)生往往連自己的錯(cuò)誤都注意不到,所以對(duì)于學(xué)生的

17、語言錯(cuò)誤,教師一般都是有錯(cuò)必糾,而學(xué)生的成績會(huì)因?yàn)榻處熃?jīng)常糾正錯(cuò)誤而迅速提高。這樣,學(xué)生對(duì)于教師的做法自然是肯定了。試把第二部分的思路勾勒如下:1.提出觀點(diǎn).2.用事例論證“我”在學(xué)習(xí)英語的過程中經(jīng)常出現(xiàn)的錯(cuò)誤;“我”對(duì)自身錯(cuò)誤的認(rèn)識(shí)或“無知”;老師是如何對(duì)待“我”的錯(cuò)誤的.3.得出結(jié)論“我”如何看待老師的做法。理由?讓事實(shí)說話。老師糾錯(cuò)應(yīng)受鼓勵(lì).根據(jù)以上思路,試做以下范文:The author thinks that childrens learning mistakes should not be corrected by their teachers. If so, children w

18、ould become dependent on them. So children should learn by correcting their own mistakes and helping each other. (35 字 In my opinion, it is definitely not like that. As a matter of fact, in real school learning situations, especially in learning a foreign language like English, without teacherscorre

19、ction we cannot make rapid progress. For example, when I began to learn English, my pronunciation was poor. I used to pronounce the word “work” as “walk”. Hard as I tried, it seemed that I could do little about it. Then I turned to my teacher. He taught me the skills of pronunciation and gave me a l

20、ot of practice until I finally I made the right change. You see, what it would be like for us to learn English without teachers help!So teachers should be encouraged to correctchildrens mistakes when they are learning. (125 字對(duì)“讀寫任務(wù)”的評(píng)價(jià)1.“概括的準(zhǔn)確性”。這是指考生必須提綱挈領(lǐng),用簡潔明了的語言客觀、準(zhǔn)確、全面地轉(zhuǎn)述所給文字材料。這就要求考生首先要把握所給材料的

21、整體結(jié)構(gòu),作者的思路與寫作意圖,基本觀點(diǎn)與論據(jù);不僅要找到主題句,而且要把握原材料的論證層次。只有客觀、準(zhǔn)確、全面地分析把握原材料,才可能用簡潔明了的語言客觀、準(zhǔn)確、全面地轉(zhuǎn)述。2.“語言的規(guī)范性”。這是指考生的語言要合乎語法, 進(jìn)而要使用較為地道自然的英語,不能有語法錯(cuò)誤,不能用中國式英語。3.“內(nèi)容的合適性”。這是指選材必須切題。合適性首先是指選取的材料必須是規(guī)定話題所涉及的;其次,必須是寫作說明及寫作要求所提示或規(guī)定的。比如,寫作任務(wù)說明文字要求“以英語學(xué)習(xí)為例”,考生就不能舉其他科目的例子。如果是論說性的寫作,支持論點(diǎn)的論據(jù)必須能證明論點(diǎn)的可靠性。這就要求學(xué)生能從平時(shí)積累的語料和非語言

22、知識(shí)中準(zhǔn)確而迅速地提取最相關(guān)的材料。這需要平時(shí)知識(shí)的積累與考試時(shí)敏銳的判斷相結(jié)合。4.“篇章的連貫性”。指的是文章的主題要明確,整篇文章只有一個(gè)主題,主題必須貫穿整篇文章;文章各段落的主題與整個(gè)文章的主題之間相呼應(yīng);文章層次分明,有條理;銜接過渡要自然。這是考查篇章的組織能力,要求學(xué)生有明晰的思路,有整體思維的能力。寫提綱或“提綱式構(gòu)思”的訓(xùn)練有助于此項(xiàng)能力的培養(yǎng)。此外,“讀寫任務(wù)”的“高級(jí)性”還可以由“寫作內(nèi)容”的字眼得到印證:“a 簡述你學(xué)習(xí)過程中經(jīng)常出現(xiàn)的語言錯(cuò)誤”是考查說明性文字使用的,文字要平實(shí)自然;“b 你是如何看待自己的語言錯(cuò)誤; c 你的老師如何對(duì)待你的語言錯(cuò)誤;d 你對(duì)老師的做法持什么看法?”表明必須使用敘述兼評(píng)議的文字,而且觀點(diǎn)要明確。“為什么”則是要求用說理性、思辨性文字,以理服人?！白x寫任務(wù)”的高級(jí)性還表現(xiàn)為它不僅考查文字駕馭能力,