浙江金华浦江中学 楼建华
一、阅读与写作的关系
阅读与写作是两个相互交融的行为，两者相辅相成。阅读能力强的学生写出的文章在句法、词汇、内容及篇章结构方面比阅读能力差的学生更趋成熟，写作能力强的学生往往阅读能力也强。司托茨基认为：写作活动对提高阅读理解非常有用，反之，通过阅读来提高写作的方法也证明是很有效的。读写结合对写作能力的提高，尤其是流利性与语法复杂性的发展，以及对写作抽象思维的发展有显著的促进作用，读写结合还能够提高学生写作学习的动机水平。
二、英语教学的现状
现实英语教学并不令人乐观，因为尽管大部分教师都意识到培养阅读能力的重要性，但对写作能力的培养却相对不够。究其原因，主要是由于高中课时紧、任务重，写作训练费时费力又事倍功半。为了追求课时进度，不少教师在教学过程中只顾及词汇和短语的讲解，却忽视教材中安排的写作任务，只解释几个句子或短语就算完成教学任务，使学生的信息输入不足，导致学生输出困难，也不能有效掌握写作技能，更别说培养良好的写作习惯。如何在现有的条件下，在有限的课时内，把写作合理地融入到高中英语阅读课教学中，使之读写结合，提高学生的写作水平、促进英语应用能力的发展，是一个亟待解决的问题。
三、读写结合的高中英语教学模式
《普通高中课程标准实验教科书·英语》是为适应新形势发展的需要，根据教育部制定的《普通高中英语课程标准（实验）》的精神编写的。教材提供的语言材料力图渗透思想感情的教育，有利于学生人文素养的提高。话题范围广泛，教材中的写作任务与该单元的话题紧密联系。明确课文框架结构以及写作手法，是学生完成话题写作任务的基本前提和重要保证。教师应引导学生依照“阅读理解课文—分析课文结构—提炼短语和句式”的顺序，剖析语篇结构和行文特点。
（一）设计类型
词汇练习、看图造句、英汉互译、选词填空、完型填空等等。这类练习以课文内容为情景语境，涵盖了课文中大部分重要的词语搭配，
（二）课文复述
开展课文复述是让学生在理解课文的基础上，把阅读内容加以整理，有重点、有条理、有感情地叙述出来，融理解、记忆、表达于一体。课文复述不同于简单、机械地背诵原文，也不是介绍课文大意，它需要学习者思考并整理课文内容，用自己的话来复述。
（三）课文重点词汇串记
课文重点词汇串记可以以一个生动有趣的故事为模板，利用课文重点词汇填空。把枯燥的词汇串在有趣的故事中，文词相融，可以提高学生记忆词汇的兴趣。
（四）课文原文填空
高中英语课文较长，要求学生全文背诵势必增加学生的学习负担。但如果能根据课文语境，要求学生填写出重点词汇或句型，既降低了难度，又使学生能够有的放矢地积累语言知识。
（五）提供写作素材
词块是语言使用者在语言输入和输出过程中频繁使用的，具有特定的语义和结构并以固定或半固定的形式存在的短语、固定搭配、习惯用语或句式
（六）搭建写作支架
教师在课文阅读教学时可以引导学生进行语篇分析，从理解整篇内容入手，分析段际关系，找出主题句，总结段落大意，把握作者的谋篇布局思路，通过剖析阅读材料的结构让学生掌握文章的写作格局，为学生搭建写作支架；教师要充分调动学生的创造性思维，根据事实性信息，设计激发学生想象力和创造力的写作训练。其形式包括课文的续写和改写，或者是以课文话题为中心的命题作文和以学生为中心的创造性写作训练。比如抓住课文主线，续写文章；重温课文内容，改写文章；关注课文话题，设置开放性作文。
四、案例展示
下面以Unit5 Nelson Mandela — a Modern hero Reading Elias’ story为例谈谈读写结合的阅读教学探究。本单元的中心话题是南非民族解放运动领袖Nelson Mandela，阅读课从另一个角度通过一个穷苦黑人Elias的眼中的Mandela来表现这位伟人的品格。
教学目标：1. Ss are able to read a narrative text; 2. Try to learn to describe people.
教学难点：人物描述。
教学过程：
1.读前：看图说话，复习词汇句型 —伟人的品质通过Brainstorming的形式，充分挖掘学生的想象力。
(1)I consider … as my hero/heroine because
(2)The reason why I admire … is that……
(3)Personally speaking, A hero or heroine is someone who......
2.词汇铺垫：为课文内容作铺垫，更好的突出伟人为崇高的事业不懈奋斗的高贵品质。自然的引出本课的主角Nelson Mandela。
词汇呈现：determined, persistent, confident, active, warm-hearted, modest, brave, honest, never lose heart when in great trouble, be willing to do public service, be active in society activities, make a great contribution to people, devote oneself to
3.快速阅读文本、获取人物的基本信息
A profile of Elias
Date of Birth: Nationality:
Education: Life experiences:
the earlier period: the later period
Dreams: Deeds:
The person he admired the most: Why?
4.细读文本：找主题句，提取文本结构，帮助学生回忆预习的内容，同时更好的理解故事情节发展。
5.阅读文章，抓住人物关系变化线索，找出情感表达的语句，帮助学生理清文章中的人物关系。同时对Mandela和Elias的关系有进一步的了解，他们是如何帮助对方，为实现他们的梦想奋斗。
6.有感情地反复诵读文章来加深理解，尤其对一些重点语句的诵读，能使学生受到熏陶，从而加深对作品的理解，也为阅读写作做好铺垫。因此，对于课文中那些闪烁着思想光芒或警策性的句子，我们应紧紧抓住，指导学生反复诵读，通过感悟语言、积累词句进行德育，为后来的写作打好基础。
The time when I first met Nelson Mandela was a very difficult period of my life.
He was generous with his time, for which I was grateful.
I became more hopeful about my future. I never forgot how kind Mandela was.
The last thirty years have seen the greatest number of laws stopping our rights and progress
7.通过讨论，运用文本知识，巩固所学语言知识。首先从Elias的困难引出所有黑人的困难，也就是从个人的问题到社会的问题；之后是Mandela如何帮助Elias以及其他的黑人，更突出了Mandela的伟大贡献和他的高贵品质；最后让学生分析他们为什么会转用暴力解决问题，引出他们为实现“黑人与白人平等”的远大梦想，深化了文章的主题。帮助学生更好的理解人物，使学生学习课文后有所得有所悟。
Discussion：
（1）What is the changing relationship between Elias and Mandela? Please use facts to analyze it.
（2）What are the qualities of Mandela based on the relevant facts in the text?
（3）Suppose you are Elias, you will be asked to talk about your life story and give some introductions on how Mandela influenced you in your attitude towards violence.
8.复述课文，通过对文章的内容进行简单的复述，帮助回忆、巩固本堂课所学内容，理清文章的结构。
fought for/took an active part in /was willing to /The first time I…/ set up a black law firm/out of work./in a position which /had no choice but to/answer violence with violence/blow up/ put in prison/ came back to be proud of /Only by doing…….
9.通过讨论，创造性地进行语言输出
Discussion
（1）Who helps you most in your life?
(with the help of the topic sentences and key words. The time when …The day when ….)
（2）What kind of person is he or she?（a profile of )
（3）How he or she influences you?（difficult——hopeful）
10.布置写作任务
Example: My Favorite...
Write a composition about your favorite figure, such as writer, actor, teacher, etc.
Para.1 A main introduction to him/her
Para.2 Reasons why I feel fascinated by him/her (works, influences, contributions, etc. )
Para.3 The inspiration he/she gives you
总之，只有让学生在进行写作之前掌握大量的语言知识，学生才能根据已有的知识写出一篇内容丰富、表达准确、富有思想的作文。这正是契合了外语教育语言学中的语言输入（In-put）和语言输出（Out-put）的理论。反思阅读和写作结合的教学实践，让我们正确认识与把握阅读和写作结合的关系，利于我们观察分析当前的教学实际，利于我们结合现状与教学的发展做出合理的教学决策，也利于我们在实践的探索中发展与创新阅读和写作结合的经验。
附学生习作：
（1）The day when I was praised in front of the whole class by my math teacher—Ms. Zhang was one of my happiest. That day I saw him heading for the classroom with a pile of exercise books, so I offered my help, for which I received her compliment. I was never a good learner in study before, nor was I ever praised by any teachers. However, Ms. Zhang is very generous with her compliments and always praises the students who behave well, no matter whether in study or other aspects. I was greatly encouraged and became more hopeful about my future.
（2）Zhang Jie is one of my favorite idols. The time when I first saw him on TV was a very difficult period of my life. Just like those naughty boys at the age of 10, I was tired of school life. My parents, who were not satisfied with my study, always scolded me at home. One day I turned on the TV and saw his excellent performance in the program called Happy Boys. Facing so much pressure, he still did a good job in the competition.
After I learnt more about his life experience, as a matter of fact, I was quite moved by his devotion and determination to music. From his story, I understood that only when we had a strong mind and was willing to try our best can we make ourselves better. From then on, I tried my best to study, as a result of which, the past seven years have seen my great change.
Now I am a student in the best high school of our city. And I know that I have reached a stage where I must study even harder to be more closely to my dream.