预制语块应用于中职英语写作教学中的实践与思考

写作是英语教学中语言输出的重要体现，也是学生非常薄弱的环节。特别是在中等职业学校，由于学生英语基础薄弱，又缺乏学习兴趣与合适的学习方法，常犯错误，主要有：语病太多、语言不得体、连贯性差、结构松散、表达单一、形式不丰富等。

中职英语教学大纲要求学生能写常用应用文以及读后感、申请等应用文。由于职业学校承担着把学生教育成适应市场和社会需求的新型人才的任务，我们的英语写作教学应该始终和专业联系在一起，突出实用性和实践性。在教学实践中，将预制语块的理念运用于写作教学，经过两年多的实验，我们已有些许收获。

一、预制语块的含义、作用与分类

预制语块概念最早由Becker和Bolinger提出，是指英语一种特殊的多词词汇现象，介于传统的语法和词汇之间，通常是固定或半固定的模式化了的块状结构。预制语块作为一种兼具形式与功能性质的语言构件，是一种较好的语言教学单位。

英语写作中会出现大量的短语、俗语和句型。根据预制语块的结构特点，可分为四类。

1.多元词语块

此类语块一般是固定的短语，用于话题转换、事物列举等。如：by the way(转换话题)；generally speaking(概括)等等。

2.习俗语语块

习俗语语块通常包括谚语、格言、警句及社交会话的套话等。如：How do you do?(问候)； A watched pot never boils.(劝告)等等。

3.短语架构语块

短语架构语块主要是短语，语块中可用有聚合关系的同类词语填充。如：1.a ____ ago：a week ago; a long time ago; a minute ago.2.Good _____: good morning; good afternoon; good evening.

4.句子组构语块

此类语块为整个句子提供一个框架，有一个空槽。可以填充一个从句或动名词、不定式等，表达完整意思。如：1. I think (that)…: I think it’s interesting.2. It seems (to sb)(that)… : It seems to me that we have to go home on foot.

二、预制语块教学在写作教学中的应用

1.教材中所涵盖的语块

在笔者的写作教学实践中，对现行英语教材每个单元的语块都进行了归纳和整理，以便学生能更好掌握本单元的词汇、短语和句型，理解语块的作用。现以英语第二册UNIT 5 SELLING CLOTHES为例，将本单元的语块进行展示，如下表：

UNIT 5 SELLING CLOTHES

多元词语块 Well ，not really

习俗语语块 Can I help you?You’re welcome. Thank you.

短语语块 go upstairs fitwell go well with sth

turn leftlook beautiful offer help to sb

look good onintroduce sth toadviseto do

句子语块 Try it on? I’ll take …

I prefer … I think

How much is it? How can I get to

Which one do you like?This is your size.

It’s on sale for... She is trying to do

2.预制语块教学应用实践

预制语块包含常规性的日常语言和语言学习者还不能自我生成的表达。如果学生能够熟练掌握这些语块，把预制语块作为整体储存在大脑中，一旦有表达需要，便可以整体提取。现以英语第二册UNIT 5 SELLING CLOTHES为例，展示预制语块教学的实例。

（1）课前预习，初辨语块。首先要让学生读懂课文，其次，结合预习表格，填表并标明语块含义。学生在预习时归纳的语块，如下表：

Name Department Things they are doing at the moment

Ben

Wang Yang

Li Xiaonian

预习归纳的语块，如下表：

Pa.1: part-time, at a department store

Pa.2: in the women’s department, fashion items, get her a red one, both…and…, looks beautiful, both of

Pa.3: struggle to decide, looks better on him, advise him to take… Pa.4: enjoy their part-time jobs

如表所示，学生能够较好的把词汇方面的语块辨明，基本都能列出来，加以记忆。在对句子方面的语块识别上欠缺一些。这一点将在课堂上教师给予帮助和指导。

（2）课堂讲解，提取语块。学生呈现预习时找出来的语块，教师进行必要的补充，并对重要的短语和句型应用进行讲解。让学生在记忆、理解的基础上能改写或仿写。

教师课堂补充语块，如下表：

Pa.2: introducing the fashion items to customers, The red skirt goes very well with the white blouse, offering help to a young mother, showing her the way to…

Pa.3: a 15-year-old boy

把握重点，精讲语块，如下表：

Pa2.:1.They are introducing the fashion items to customers.

2.The red skirt goes very well with the white blouse.

Pa3.:1.a 15-year-old boy

2.He is struggling to decide which one to buy.

通过以上第3、4、5表的比较，我们可以看出学生对短语语块比较敏感，较句子语块更容易把握，因此教师在讲授时应该详略得当，词汇类短语主要理解意思，重点难点落在句子的理解和应用上。注意句子和词组的语用功能和可变形式。

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（3）课后练习，内化语块。一是语段背诵，巩固语块。经过预习的准备，课堂的精讲，学生对预制语块已经初步掌握。二是随堂听写，掌握语块。从感性理解到内化输出，强化对语块的掌握。三是句子改写，运用语块。句子改写和造句可以促使学生动脑子活用某个短语或者句型。让学生联系新旧知识，加强记忆效果，提高语块运用的准确性和灵活度。如下表：

a. She is trying to choose a suit for herself.―She is trying to pass the exam./ They are trying to make it better.

b. Wang Yang is showing her the way to the children’s department.―He will show me the way to my seat./ Let us show the visitors to our classroom.

c. Wang Yang is offering help to a young mother.―The company offered this job to him./ He was offered this job by the company.

（4）写作训练，活用语块。在作文生成练习时，笔者采取从易到难，从半独立到独立应用预制语块的阶梯式步骤，让学生能把所学语块较为自然、顺利的应用起来，到达巩固语块的目的。写作练习的内容都是关于课文中李晓年社会实践的经历，从填表式到报告式，最后是改写成对话式。

a.填表式作文，如下表：

Read the chart and help Li Xiaonian finish the practice report.

The Practice Report

Date: From August 21st to 31st, 2009

Reporter: Li Xiaonian

Department: children’s department

What to say when the customers come in: Hello!/ May I help you?/ What can I do for you?

Experience: offer his help to the customers, discuss what colors are good for them and what clothes fit them, advise customers to choose the better items, learn to get on well with others, etc.

划线部分的语块都是来自课文，以填空形式让学生整体提取大脑中的语块，强化记忆，为灵活应用作铺垫。

b.报告式作文，如下表：

Li Xiaonian will report his part-time job to his teacher and classmates. Help him write a passage about his practice experience.

The Practice Report

I have done part-time job in the children’s department at a big department store from August 21st to 31st . When the customers come in, I would say “hello” to them. Sometimes, it would be “May I help you? ”or “What can I do for you?”

I usually offer help to the customers. If they struggle to choose which items to buy, I will discuss with them about what colors are good for them and what clothes fit them. I often advise customers to choose the better items, not expensive but in good quality. And I have learned to get on well with others since I took this part-time. I am now more patient and kind to others.

I enjoy this job. I think it’s a good experience for me. I will do part-time again during my vacation.

这份实习报告要求学生能够根据课文，组词或者组句成段成文，将李晓年的社会实践经历以报告的形式展现出来。学生在这个环节需要将课文的语块进行梳理，将语块资源进行合理配置。语块本身具有的语法功能又能够避免很多语法错误的发生，使学生能提高英语语言使用的准确性和行文流畅性。

c. 改写作文（对话），如下表：

(At the children’s department)

Li Xiaonian: What can I do for you?

Customer: I’d like to buy a jacket.

Li: Well, how about the black one? Try it on!

C: Yes, it’s nice. How much is it?

Li: It’s on sale for only 2OO yuan. Here is a blue one. Would you like to have another try?

C: Great, I like it!

Li: It fits you very well. I think it is much better than the black one.

C: Is it higher in price？

Li: It is 350 yuan, but it’s better in quality. What’s more, it goes pretty well with you.

C: Ok, I’ll take it. Here is the money.

Li: Thank you.

C: You’re welcome.

三、预制语块在写作教学中的效果及实践反思

1.语块教学效果

在语块教学过程中，学生作文畏难情绪得到很大缓解。在最近的高三模拟考试中的作文“How to Be A Popular Vocational School Graduate?”，提示内容在英语教材中都出现并学习过，只要把内化了的语块利用语法和语用功能生成新的短语和句子，写作就得以顺利进行。比如专业技能（professional skill）、工作努力（hard-working）、对某事负责（be responsible for）等等。从作文卷面来看，英语基础扎实、语块掌握较好的学生能写出较好的语篇。而实验班比非实验班的作文成绩平均分高3分以上。

2.语块教学总结

笔者采用预制语块教学，首先学生经过自己的预习找出语块，经过教师的补充、讲解与练习，再进行记忆、整理，内化于大脑中，这是输入过程。接着便是输出阶段，即学生要在写作中能够提取出语块，根据写作要求和预制语块的构造原则进行组合与变形，生成句子。

3.教学实践反思

在预制语块教学的实施过程中，要想取得预期的效果，笔者认为应做好几点：一是注重预习，加深语块印象。中职学生英语基础大多比较薄弱，重视预习，鼓励学生自己去发现出现的语块，弄清楚短语或者句子的意思，对课文有个大致的理解，为课堂上的精讲语块做好准备。二是注重练习多样化，内化语块。背诵重点语段和听写语块是强化学生记忆预制语块的有效方法，句子改写和造句练习训练学生对语块进行组合和变形的能力。三是还学生独立思考空间，培养自我学习能力。还学生独立思考的空间，培养学生一种自主学习的能力和习惯是更长远的目标。除了定期复习检查课本语块外，笔者整理了高中英语300句供学生课余学习，为学生提供了丰富的语块资料库。

中职生学习英语需要信心，语块教学法为学生写作提供了丰富的语块材料，“手中有粮，心中不慌”，让学生“胸有成竹”地写作，在写作中提升学习英语的信心，增强英语语言应用能力。

（作者单位：浙江省杭州市临平职业高级中学）

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