巧抓“动”“名”“形”,
轻松提升故事复述能力
袁兵艳(广东省陈晓君名教师工作室网络学员,
徐闻县袁兵艳名教师工作室主持人,徐闻中学教师
广东英语听说考试中Retelling 部分主要考查学生的听力理解能力、速记能力和连句成篇能力。本文旨在结合学生在训练与考试中反映出的问题探索如何在日常教学中提高英语基础薄弱学生的故事复述能力。
通过在日常训练和模拟考试当中观察学生在完成英语听说训练第三部分Retelling时的表现,我们发现学生存在以下三个问题:
1. 无法协调好听与速记的关系;
2. 无法准确捕捉信息要点;
3. 连句成篇时句子结构不准确。
针对以上三个问题,在高考听说备考中,我们可以结合Retelling部分故事本身的特点逐步展开教学,提升学生的故事复述能力。综合分析近几年高考中Retelling的文章,该部分故事具有以下特点:
1. 动词(动词短语)展现故事发展情节;
2. 名词和代词表达故事所讲述的人和事;
3. 形容词体现故事中人物的情感以及人或物的身份、性质或特征。
因此,我们可以采取以下步骤来实施课堂教学(以2021年广东省听说考试A卷为例)。
第一步 巧抓故事梗概和给出关键词中的“动词”、“名词”、“形容词”,预测故事情节。
梗概:Tom儿时扔掉的画被奶奶用心收藏,成名后办画展派上用场。 关键词:drawing (画) throw (扔) grandma (奶奶) exhibition (展览) touched (感动) |
动词:throw (away),collect(收藏),hold(举办)
它们是故事情节发展的关键点,是故事复述过程中要使用到的谓语或非谓语动词,也是复述过程中展现故事情节发展的核心。
名词:Tom,drawing (画),grandma(奶奶),exhibition(展览)
它们是故事中的重要人物、事件和物品,是故事复述时所要用到的主语、宾语或表语,是故事复述的主要对象。
形容词:famous(成名),touched(感动)
它们是故事中人物的特征和感受,是故事复述时的定语或表语,它们使复述的故事变得更加具体和完善。
第二步 巧记 “动词(动词短语)”,抓住故事发展情节。
(2021年广东省听说考试A卷)
… loved …
…wanted to draw …
…roll up … throw into …
…happened … come … encourage … try …
…went …
…collected …
…received …
…saying …
…hold …
…show … grew …
…needed …
…liked …
…searched …
…completed …
…found …
…ask … go down …
…showed …
…opened …
…threw away …
…kept … marked … drew …
…gave …
学生听第一遍录音时,争取努力听懂故事发展情节的同时,在草稿纸上由上而下写出能体现故事情节发展的动词(动词短语),抓住故事发展的起因、过程、高潮和结局。在记笔记的过程中尽量做到一行只写一两个、最多三个动词或动词短语,留出足够宽的空间来添加第二遍听取到的其它信息。
第三步 添加重要的“名词”、“形容词”,补充时间和地点,完善故事发展过程。
(2021年广东省听说考试A卷)
…little…
… loved …
…wanted to draw perfect pictures…
…bad …roll up … throw into … dustbin…
… whenever … happened … come … encourage … try again…
…years went by…
… now… famous painter…
…collected … art galleries …country
…one day … received … letter
…saying …
…gallery … hold …
…show … grew … young learner … famous painter…
…needed … earlier works…
…liked … idea
…searched … house
…completed … boy
…found … several … not enough …
…ask … go down … basement …
…showed … huge box
…opened …
…threw away … in the past …
…kept … marked … date … drew …
…deeply touched …
…gave … big hug …
学生听第二遍录音时,围绕笔记中的动词(动词短语)添加体现人物情感变化以及描述人物身份、特征和事物性质特征的形容词、名词,补充故事发生的时间和地点,必要时添加个别重要的副词。故事梗概和给出关键词中已有的名词和形容词无需重复,以免增加速写负担。
第四步 巧用“主语+谓语”、“主语+谓语+宾语”、“主语+谓语+间接宾语+直接宾语”和“主语+系动词+表语”四大基本句型完善复数内容。
1. “主语+系动词+表语”常用于复述人物身份、所处状态和人物情感。常用的系动词有:be, became和felt。
(2021年广东省听说考试A卷)
(1) Tom was a little boy.
(2) He felt bad.
(3) Tom now was a famous painter.
(4) Tom felt upset.
(5) Tom felt deeply touched.
……
2. “主语+谓语”、“主语+谓语+宾语”和“主语+谓语+间接宾语+直接宾语”常用于描述故事发展过程和结局。
(2021年广东省听说考试A卷)
(1) Tom loved drawing.
(2) He rolled the drawings up and threw them into the dustbin.
(3) His grandma came and encouraged him to try again.
(4) Tom received a letter from a famous gallery.
(5) His grandma asked him to go down to the basement.
(6) Tom gave her a big hug.
……
学生在复述过程中尽可能使用短句,避免使用长难句,尤其是基础薄弱的学生。如果遇到长难句,尽可能拆分成短句。
(2021年广东省听说考试B卷)
The moment he entered the classroom, he saw peter crying to the teacher that someone had stolen his watch.
该句可分解为三个简单句①He entered the classroom.②He saw peter crying.③ Peter told the teacher someone had stolen his watch.
根据教学步骤,我们可以得出以下故事复述参考范文:
When Tom was a little boy, he loved drawing and wanted to draw perfect pictures. If he felt bad about his drawings, he would roll them up and throw them into the dustbin. When this happened, his grandma would come and encourage him to try again. Years went by, Tom was now a famous painter and his works were collected by many art galleries in the country. One day, Tom received a letter from a well known art gallery. The gallery needed his earlier works to hold an exhibition to show how Tom grew from a young learner to a famous painter. Tom liked this idea so he searched the house for his earlier works. But he felt upset because he just found several pieces, not enough for the exhibition. Knowing this, his grandma asked Tom to go down to the basement with her and showed him a huge box. After opening it, he found the drawings he threw away in the past, which were well kept and marked with the date. Tom felt deeply touched and gave his grandma a big hug.
总之,结合教学步骤和复述参考范文,我们可以明确在复述的故事中,句子的主语和宾语正是从听力原文中听到并记下的名词或部分代词,句子的谓语则是从听力原文中听到并记下的动词或动词短语,句子的表语是从听力原文中听到并记下的形容词或名词,而句子的定语是从听力原文中听到并记下的形容词。因此,在备考英语听说Retelling部分时,老师科学地引导学生培养记录“动词”、“名词”和“形容词”并巧用“动词”、“名词”和“形容词”组成结构正确的句子进行故事复述的能力,是可以达到理想的教学效果的。
撰稿:袁兵艳
审稿:陈晓君
编辑:姚晓霞
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