运用任务型教学模式培养和提高高中生英语写作能力
南充职业技术学院外语系 邱承川 姚先林
新课纲及新教材体系显示：培养和提高高中生英语写作能力是英语教学的重要任务之一。实际上，学生英语写作能力的高低也可作为衡量英语整体教学质量的一个重要标尺，因为它最能反应出学生综合运用语言的能力。然而现阶段我国高中生的英语写作水平总体上偏低，其原因在于教与学两方面都存在着问题。从学的方面看：学生词汇量不足，句型、语法掌握不好，训练中畏惧写作。虽然目前的写作考试要求不高，且有提示，篇幅也不要求很长，但是大多数学生写出的东西表达方式单调，用词不当，语句不通，甚至逻辑混乱。在教的方面则表现出：由于写作训练难度大，费时多，不易坚持，成效不显著，很多教师便有意无意忽视，甚至放弃了对学生在写作上的培养和训练。加之有些教师的培训计划不系统，目的要求不明确、指导方法不得当，不能做到循序渐进，持之以恒，因而难以提高学生的写作水平。我们知道，作品的好坏取决于内容、结构、风格和技巧等的有机结合。怎样才能让学生用英
语写出内容丰富、结构完整、语言流畅、风格独特的好文章呢?任务型语言教学模式为我们
成功解决这一难题提供了契机和有效方法。社会建构主义理论支持下的任务型语言教学法强调学习是一个充满活力的过程。学生的发展是教学的核心。教师的职责在于激发学生的内在知识系统，并为其提供进行探索的环境；用大量的真实语言输入，给学生提供使用语言的机会；精心设置各种各样的任务使学生愿意使用语言完成任务，交换信息，有使用语言的动机并有机会注意语言的形式。这些既符合Willis(1996)所提出的语言学习的四个基本条件，也正是培养学生书面表达能力所需要的理论基础。下面笔者就运用任务型语言教学模式培养和提高学生写作能力所必须遵循的原则和完成任务的策略进行论述。
1 设计写作任务时应遵循的原则
1.1以课本为基础的原则
课本是学生在课堂上学习知识的途径，也是写作要素词汇、短语、句型的来源。教师在授课
时要以课本为基础，突出积极词汇、短语、句型的运用，通过句子扩展等形式学会多种表达
方式，深入了解课文的结构，学习优秀的谋篇布局手法，只有在学生认识理解掌握课本后才
能很好地完成写作任务。
1.2深入挖掘发展课本的原则
透过课文语言的表面现象，深入了解课文的深层含义和写作目的，挖掘作者的观点以及为表
达观点所运用的写作手法使学生从中受到启发而建构自己的写作手法。
1.3写作话题与现实生活紧密联系的原则
写作灵感来源于现实生活。写作任务真实有趣才能吸引学生参与任务活动，使他们有感而发
。因此教师要充分考虑到学生的兴趣爱好、生活经历、认识能力以及能力范围。人教版新教材提供了取之不尽的写作话题，教师可根据需要加以选择。
2 写作任务的布置与完成策略
布置任务必须要有一个明确的目的，也就是说，学生完成任务后应得到一个明确的结果。写
作任务的目标即要求学生完成符合要求的完整作品。任务型语言教学提倡以学生为中心，让学习者积极地参与并尽力用自己所掌握的语言结构和词汇来表达自己的思想、交换信息，从而出色地完成任务。在此思想的指导下我们首先布置明确的任务，并用不同的策略使学生通过完成任务来培养学生的写作能力。其策略大致有：
A、通过对课文设问完成写作任务
B、找课文中的相关词、词组和句型来完成写作任务
C、根据Topic Sentence来完成写作任务
D、找出课文中与叙事相关的Key Words完成写作任务
E、根据课文的Outline完成写作任务
F、改变课文体裁完成写作任务
G、根据课文内容续写或对文章、人物写评论
合作学习能让学生得到充分的锻炼机会从而完成以上的各种任务。合作学习提倡学生把所学
的知识和技能应用于与他人的合作中。首先我们把学生分成五至六人一组的写作小组。在他
们明确任务后先在小组内开展讨论，各抒己见，各小组轮流由一人执笔写出初稿，然后在小
组内阅读讨论，修改初稿后定稿。第三步各小组将第二稿进行交流，并提出修改意见或者抽
取二至三篇二稿，将其写在黑板上让学生提出意见，然后由教师谈看法、讲清修改理由并
最后定稿。通过这一系列的生生、师生之间的活动后每个学生对写作的认识从开始的模糊不
清逐渐变得清晰起来。在合作的过程中学生能相互学到别人的长处和自己不知道的表达方式
，从而逐渐提高自己的写作能力。在此过程中学生是任务活动的主体，教师起参与和指导的作用。在进行写作任务前教师要引导学生注意收集、整理并归类写作素材，如精彩的短语、句型、句子和范文，使他们在提笔时就能信手拈来，运用自如，这样才能提高他们的兴趣和信心。
下面我们就与同行探讨利用任务型语言教学模式提高和培养学
生写作能力的具体实施策略。
2.1通过对课文设问完成写作任务
在学生熟悉课文之后，教师对课文内容进行设问，具体可用who-和h-疑问句。在设计问题时要注意提问艺术，所设问题应具有一定的概括性并能激发学生的回答欲望。问题必须清楚，能抓住要领并能启发学生思维，适合学生的能力。学生不至于望而生畏，方能顺利答出并能把回答内容通过恰当的词汇串联起来成为一篇不错的短文。
下面我们就人教版的新教材高一上册第三单元Getting to Know Steven Spielberg为例进行练习，在学完课文之后师生做了以下的讨论。
T：Who's Steven Spielberg?
She is one of the top directors in the world.
Towhee and when was Steven Spielberg born?
She was born in 1946 in America.
Towhee did he begin to make films and then win a prize?
She began to make films at the age of 12 and won a prize in 1959.
Towhee couldn't he go to the Film Academy which was his dream?
S:Because his grades were too low.
T:What did he do after studying English?
S:He worked at a film studio and then became a film director.
T:Can you name some of his well-known films?
S:Yes,such as Jaws(1975),ET(1982),Jurassic Park,Schindle's List and Saving Priva
te.
T:Whom does he owe his happiness and success to?
S:His family.
讨论后以小组为单位进行写作活动，过程如前所述，最后学生写出短文如下：
Steven Spielberg
Steven Spielberg is one of the top directors in the world.He was born in 1946 in
America.At the age of 12 he began to make films and won a prize in 1959.Yet he
couldn't go to the Film Academy which was his dream because his grades were too
low.After studying English he worked at a film studio and from then on he has ma
de many famous films,such as Jaws(1975),ET(1982),Jurassic Park,Schindle's List a
nd Saving Private.
When asked about the secret of his success he said he owed much to his family.
2.2培养学生找课文中的相关单词，词组和句型来完成写作任务。
写作的基本要素是字、词、句，没有了它们就如同修房造屋缺少了建筑材料。通过培养学生
收集整理相关内容的词组和句型使它们在谴词造句方面能得心应手。下面我们就以新教材高
一上册第一单元Good Friends为例谈谈做法。
形容外貌、体形的词汇：
beautiful,charming,pretty,smart,handsome,good-looking,funny-looking,ugly,tall,short,strong,weak,fat,thin,slender.
形容性格、品格的词汇：kind,be kind to,warm-hearted,open-minded,cold-blooded,funn
y,brave,shy,gentle,honest,loyal,dishonest,diligent,lazy,lazy-bone,clever,bright,
stupid
有关行为的词汇、短语：love doing sth,enjoy doing sth,hate doings sth,be fond of,
be into sth,be interested in,be good/poor at,do well in,get along with,be strict
in/with,be hard on,be ready to,take pride in
有了这些词汇和短语，学生就可以写有关描述人的短文，如：My Good Friend/Teacher/Fat
her…，My Favourite Star.Talking about…下面是这些题目中的一篇：
My Best Friend
I have a great number of friends,among whom Xiaofang is the best.We've been st
udying together for nearly 11 years.
Xiaofang is a charming girl with big bright eyes and short black hair.On her face you can always see a sweet and gentle smile.She is tall and slender.
Being diligent and clever,she does well in all subjects.She is kind-hearted and
is always ready to help those in difficulty.Everybody knows her and gets along w
ell with her.
With Xiaofang's help,I've made much progress in English.And from her I've learn
ed a lot.I wish our true friendship will last for ever.
2.3根据topic sentence完成写作任务
文章由段落构成，而topic sentence又是段落的灵魂，它的作用举足轻重。帮助学生分析语篇结构是教师在课堂教学中必不可少的一环。在培养学生的写作能力时教师可利用分析手
段帮助学生找出段落的topic sentence并写出课文的中心思想或与此文相同风格的文章。下面就人教版新教材高一下册第二十一单元课文Body Talk为例：
Topic sentences:
A、We use both words and body language to express our thoughts and opinions and
to communicate with other people.
B、Just like spoken language,body language varies from culture to culture.
C、While there are many different interpretations for our body language,some gestures seem to be universal.
学生在找出以上主题句后对文章的结构有了更深刻的认识，逐步学会写作时应先理清思路，弄清段落层次。教师可引导学生让学生讨论并在主题句的基础上发展段落，让学生互相合作，模仿课文完成短文。下面就是学生合作完成的Body Talk短文：
Body Talk
We use both words and body language to express our thoughts and opinions and to communicate with others.Both words and body language are of great importance.Just like spoken language,body language varies from culture to culture.In differ
ent countries the same gesture means differently,such as looking directly into s
omeone's eyes,the gesture for OK,the thumbs-up gesture and so on.
While there are many different interpretations for our body language,some gestur
es seem to be universal.People all over the world use smile to express almost any
emotion.In addition,the gestures to show "I'm full"or "I'm hungry"are the examp
les.
2.4找出课文中与叙事相关的key words完成写作任务
在进行这一活动时，寻找key words可以时间、地点、数字、任务、动作等为线索。下面
以人教版新教材高一上册第五单元Not One Less为例以人物和动作为线索介绍故事大意。Key words:Mr Gao,the village leader,Wei Minzhi,not to lose any pupils,try to kee
p the students in the classroom,Zhang Huike,bring him back,go to town,ask TV sta
tion for help,go back.
Not One Less
Mr Gao,the only teacher of a primary school,has to stay away for a month.The village leader asks Wei Minzhi,a 13-year-old girl to take Gao's place,because nobod
y else in the village can take it.
However,an 11-year-old boy called Zhang Huike runs away from school.Wei Minzhi becomes worried and decides to bring him back from the town.
For lack of money she takes great pains to get to town.Then she asks the TV stat
ion for help to let her appear live on the air.When Huike sees the crying Minzhi
he is happy to meet her and at last goes back to the village with Minzhi and the
people from the TV station.
2.5根据课文的outline完成写作任务
在学完课文后由学生讨论或由教师写出outline,让学生用简洁的语言将课文缩写成短文，这样做既利于课文的掌握，又利于培养写作能力。下面以人教版新教材高一第十八单元为例：
outline
1、population and language
2、life
A，meeting place B,resources C,sports and outdoor activities
Life in New Zealand
New Zealand has a population of about 3.8 million people.Its languages are Engli
sh and Maori,the native language of Maori people.
Marae is Maori's meeting place where all important events take place,such as wedding,burial,conference,etc.
New Zealand is rich in agricultural resources.With a good climate and plenty of space,people in New Zealand lead a colourful life and they enjoy all kinds of sports and outdoor activities.Thanks to its natural beauty tourists all over the
world are attracted.
2.6改变课文体裁完成写作任务
将戏剧或对话改写成短文或将故事改写成为短剧或对话。在改写时其时间、地点、顺序和风格可与原文不一样。通常以第三人称来改写戏剧和对话。在此过程中需要调动学生的想象、创造能力，语言表达能力以及逻辑思维能力。在对课文细节的取舍问题上学生常感觉难以掌握，这需要教师不断地引导。下面以人教版新教材第十五单元为例：
The Necklace
Pierre Loisel told his wife Mathilde that he would take her to the pal
ace ball.Happy as she was,Mathilde was worried about the jewellery which they co
uldn't afford.Pierre suggested her borrowing a necklace from her friend Jeanne
who was later proved to be kind enough to let Mathilde choose the diamond necklac
e which Mathilde loved best.
Mathilde was a great success at the ball.Unfortunately on her way home she found
the necklace missing.They tried their best but failed to find it.The couple had
to borrow money and return Jeanne the necklace which cost them 36,000 franks an
d which was exactly like the one they borrowed.Ten years later Jeanne couldn't r
ecognize Mathilde because Mathilde looked much older than her age.When Jeanne he
ard that Mathilde worked hard for ten years to pay back the money which they use
d to buy the necklace,she told Mathilde that the necklace wasn't a real diamond
one and it was worth 500 franks at most.
2.7根据课文内容续写或对事件、人物写评论
续写课文和写评论也是极好的方法，它能够激活学生丰富的想象力和创造力。往往在学生小组讨论时每个学生都有自己不同的见解，讨论气氛非常热烈，学生之间可以分享不同的看法，这样可以大大提高学生的兴趣和创作热情。就课文The Necklace来说，在写后续时就有许多不同的接续，如有的学生写到Mathilde听到Jeanne的话后非常冷静，觉得十年虽然艰辛,但自己也从中学到了不少的东西，知道劳动才能创造财富，因此后来她继续努力工作，一家人过着富足美满的生活。有的同学认为Mathilde在得知项链的实情后，感觉自己像是上当受骗，气愤命运不公，整天郁郁寡欢，不久病倒，成了虚荣心的牺牲品。
除上述方法外，教师还可以组织学生对课文的人物、事件、作者的观点进行评论或写出从课文中所学到的东西，这些都是提高学生写作能力的有效途径。
结束语
在利用任务型语言教学模式提高和培养学生写作能力的过程中重在提高学生的写作兴趣，让
学生愿意参与合作并完成写作任务，使他们获得成就感，教师要不失时机地鼓励学生多动笔
、多合作，从而使写作能力得到不断提高。教师应在系列活动中不断总结经验教训，不断探
索怎样更好地引导掌控学生活动，设计任务的难易度，评估学生的作品，在不断的实践中
使自己的教学水平得到长足的进步与提高。
参考文献
［１］龚亚夫，罗小茜《任务型语言教学》人民教育出版社2003
［2］王笃勤《英语教学策略论》外语教学与研究出版社2002
［3］程晓堂《英语教材分析与设计》外语教学与研究出版社2002
［4］陶大春“高中英语书面表达课堂训练、指导的实践与探索”，《中小学英语
教学与研究》2003.10
［5］《全日制普通英语高级中学教科书(必修英语)》第一册上、下2003
(责任编辑 蒲操)