葛海宣
浙江省温州市永嘉中学
【摘要】教材是重要的教学资源，教材中的不少说明文和议论文，结构清晰，要点明确，逻辑性强，是概要写作题型的极佳素材。教师要立足学生学习实际情况，循序渐进地引导学生从概要写作的特点、策略出发，充分利用课本教材，把概要写作各个步骤所要求的能力素养进行拆分，融入到日常教学中进行渗透培养。在课堂中将概要写作技能常态化，是解决概要写作难题的最有效的捷径和出路。
【关键词】教材； 概要写作； 微技能渗透
一．概要写作的要求
概要写作是近几年浙江省高考试题中出现的新题型， 具体要求为：提供一篇 350 词以内的短文，要求考生基于该短文写出一篇 60词左右的内容概要。概要写作是基于学生对阅读文本熟悉掌握基础之上的一种写作方式，对学生阅读能力、分析能力、概括能力以及语言表达能力都有较高的要求。
教材是重要的教学资源，教材中的不少说明文和议论文，结构清晰，要点明确，逻辑性强，是概要写作题型的极佳素材。教师要立足学生学习实际情况，循序渐进地引导学生从概要写作的特点、策略出发，充分利用课本教材，在课堂中将概要写作技能常态化，是解决概要写作难题的最有效的捷径和出路。本文结合具体的教学案例来谈谈如何在课堂上加强概要写作微技能训练。
二．基于教材的概要写作的具体实践
1.科学选择语篇，精心设计概要
选择合适的语篇是概要写作的有效保障。从文本体裁来说，应以说明文和议论文为主；语篇主线明确，结构清晰，具有逻辑性，语言难度较易把握，能使学生快速把握文章的脉络和布局，并在此基础上进行合理概要。
2.挖掘阅读文本，有意关注微技能
阅读是理解吸收，写作是理解表达，充分吸收有助于有力表达（姚旭辉、周萍等，2013）。因此，教师在教学设计时要帮助学生剖析文本结构，理清文本脉络，提炼关键要点，引导学生关注这些微技能，为概要写作做好内容、语言、逻辑上的铺垫。教学实践中常用的概要写作微技能如下：
（1）归纳主旨大意，把握文本框架
概要写作的第一步便是阅读并抓取该主题，然后归纳主旨大意，从而把握文本整体框架，为最后的概要输出搭建框架。在教学设计中，教师可以提问：What’s the main idea of the passage? 或者 Can you find out the structure of the passage? 引导学生归纳主旨大意，把握文本结构。
（2）提炼段落主旨，提取关键要点
在归纳好主旨大意和篇章结构之后，学生细读每一段落，归纳段落大意并提取关键要点。归纳段落大意要建立在厘清句与句之间逻辑关系的基础上，可借助逻辑衔接词、代词、数词和具有结论性的动词（find，show，indicate，conclude，point out 等）进行语篇分析，对段落进行逻辑上的意义分解，从而找到具有统领作用的段落主旨句。而在归纳段落大意之后，为了让读者在不读原文的前提下透彻且全面地了解原文信息，我们有必要在段落中筛选、概括个别信息来支撑所提炼的段落主旨，这些信息就是关键要点。以上述案例为例：
Para.1
①Over the past half century, using chemical fertilizers has become very common in farming. ②Many farmers welcomed them as a great way to stop crop disease and increase production. ③Recently, however, scientists have been finding that long-term use of these fertilizers can cause damage to the land and, even more dangerous, to people's health.
我们首先对这一段落进行逻辑分解：第一、二句都在讲化学农耕的优点，而第三句笔锋一转，用逻辑衔接词 “however”指出它的缺点。”However”强调的是句子后半部分，因此我们归纳出第一段的要点是Long-term use of chemical fertilizers can cause damage to the land and to people’s health。
Para.2
What are some of the problems caused by chemical fertilizers? First, they damage the land by killing the helpful bacteria and pests as well as the harmful ones. Chemicals also stay in the ground and underground water for a long time. This affects crops and, therefore, animals and humans, since chemicals get inside the crops and cannot just be washed off. These chemicals in the food supply build up in people's bodies over time. Many of these chemicals can lead to cancer or other illnesses. In addition, fruit, vegetables and other food grown with chemical fertilizers usually grow too fast to be full of much nutrition. They may look beautiful, but inside there is usually more water than vitamins and minerals.
通过阅读，学生很容易得出第一句为本段的段落主旨句，其关键信息是“problems”。下面我们要筛选、提取支撑信息。
借助”first, also, in addition”，学生可以提取三个支撑信息，分别是：
1. damage land by killing helpful bacteria and pests
2. affect crops, animals, human beings
3. not be full of much nutrition
基于以上分析，我们把这一段落要点概括为：Chemical fertilizers can damage land by killing helpful bacteria and pests and affect crops, animals and human beings. Besides, such food is not full of much nutrition.
Para.3
①With these discoveries, some farmers and many customers are beginning to turn to organic farming. ②Organic farming is simply farming without using any chemicals. ③They focus on keeping their soil rich and free of disease. A healthy soil reduces disease and helps crops grow strong and healthy. ④Organic farmers, therefore, often prefer using natural waste from animals as fertilizer. ⑤They feel that this makes the soil in their fields richer in minerals and so more fertile. ⑥This also keeps the air, soil, water and crops free from chemicals.
通过阅读，学生归纳出这一段①②③句介绍什么是有机农耕以及它的优点。而④⑤⑥表达的并不是同一个意思，引导学生关注第四段首句中的”also, other”，这两个词提示我们第三段后半部分讲的也是有机农耕的一种方法，即using natural waste as fertilizer。
基于以上分析，我们把这一段落要点概括为：Organic farming doesn’t use any chemical,using natural fertilizers to keep soil rich and free of disease.
Para.4
①Organic farmers also use many other methods to keep the soil fertile. ②They often change the kind of crop in each field every few years, for example, growing corn or wheat and then the next year peas or soybeans. ③ Crops such as peas or soybeans put important minerals back into the soil, making it ready for crops such as wheat or corn that need rich and fertile soil. ④Organic farmers also plant crops to use different levels of soil, for example, planting peanuts that use the ground's surface followed by vegetables that put down deep roots. ⑤Some organic farmers prefer planting grass between crops to prevent wind or water from carrying away the soil, and then leaving it in the ground to become a natural fertilizer for the next year's crop. ⑥These many different organic farming methods have the same goal: to grow good food and avoid damaging the environment or people's health.
通过阅读，学生较容易找到第一句是段落主旨句，其关键信息是”methods”。根据句群关系分析，我们可知②③句是一种方法(change crops)，④⑤句分别是另外两种方法(plant crops to use different levels of soil 和plant grass between crops), ⑥句再次总结这些方法的优点。文本处理时，要引导学生关注这里的”such as” “for example”,这些词用于举例子来支撑相关信息，在概要写作中举例一般都是删除不要。
基于以上分析，我们把这一段落要点概括为：Organic farming tries to make the soil fertile by using natural waste and other methods like changing crops, using different levels of soil and growing grass between crops. （把第三段的第二个要点using natural fertilizers直接涵盖在这个要点里。）
总之，教师在指导学生提炼要点的过程中，通过培养捕捉关键信息、提取要点词汇的能力，激发学生的发散思维能力，有利于概要写作创新性特点的展示。在遇到并没有主题句的段落中，学生也不会过于惊慌混乱(仲健,2017)。
（3）变换表达方式，运用衔接手段
①Long-term use of chemical fertilizers can cause damage to the land and to people’s health.
②Chemical fertilizers can damage land by killing helpful bacteria and pests and affect crops, animals and human beings. Besides, such food is not full of much nutrition.
③Organic farming doesn’t use any chemical,using natural fertilizers to keep soil rich and free of disease.
④Organic farming tries to make the soil fertile by using natural waste and other methods like changing crops, using different levels of soil and growing grass between crops.
如上所示，学生概括出文本每个段落的要点之后，接下来的任务就是变换表达方式，并在此基础上运用衔接手段使，使文章流畅生动又体现关联性和层次感。变换表达方式不仅要求客观精确地表述原文要点，而且要做到简要表达原材料的意思。常见的变换手段有：
(1)近义替换法: 比如①句中”long-term” 可以替换为”constant”，”cause damage to harm”可以替换为”harm”等。
(2)词性转换法：比如②句中not full of much nutrition可以转换为更为简洁的not nutritious。
(3)句式变化法: 指句子可以主被动语态更替，巧用it句式，以及利用从句和非谓语动词等方式将句子进行整合重组，使文章不单调呆板。比如②句中by killing...可以转换成as引导的原因状语从句，与要点1连接更紧密。
此外，学生在理清段与段之间的关系的基础上，选用贴切的衔接词理清要点与要点间的关系，使所写概要的结构与原文的结构保持一致。比如案例里要点①与要点②因果关系用as来体现，要点③与要点①②形成however引导的转折关系。
概要写作参考范文：
Constant use of chemical fertilizers harms the land and people, as they kill beneficial bacteria and pests and pollute the soil and crops, thus affecting people' health. Besides, such food is not nutritious. Organic farming, however, tries to make the soil rich and healthy by using natural waste and other green methods like changing crops, using different levels of soil and growing grass between crops. (69)
三．思考与总结
教材是英语读写教学的重要资源。教师要善于挖掘这些资源，使得文本价值最大化。精心设计教学任务，将阅读策略和写作策略整合，让读与写在课堂中呈现常态化，这是英语读写教学最健康的教学生态。学生在深耕文本时，带着明确的阅读动机，不仅理解了文本信息，又理解了观点思想，并学习了目标语言，更是激发了自身强烈的表达欲望。通过微技能的训练，学生提升了获取、分析、处理文本的能力，同时激发学生的思维品质，使其创造性地重组语言自主表达。
当然，学生读写能力以及思维能力的培养对教师提出了更高要求，要求教师调整和改变自己的角色，创造性地开展日常教学工作。从知识与技能的习得转向思维的学习，从浅表的零碎信息的获取到深层次的理解、应用和产出，这个过程需要教师和学生的共同努力。
参考文献:
[1] 姚旭辉, 周萍.英语教学中的读写整合:铺垫与输出[M].浙江大学出版社,2013:6.
[2］仲健. 高中英语概要写作“PWDC”模式的尝试——以3种常用体裁为例［J]. 英语教师，2017,17(14):109