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摘要：高考语篇极大地丰富了英语学习资源，尤其是它们的特殊身份，增添了其自身的价值。广大师生，特别是进入高三复习的教师、学生更是视其为必读教材、必做功课。如何使用好这些语篇，发挥其应用的作用，提高学生英语综合应用能力成了广大教师关心的热点。本文就这个话题谈一点肤浅的看法。
关键词：高考语篇；资源；应用；案例；解读
中图分类号：G633.41文献标识码：A文章编号：1006-5962（2013）03-0040-02
1高考语篇英语最佳学习材料
随着越来越多的省市高考自主命题，每年的高考试题也越来越多，这无疑极大丰富和拓宽高三复习备考以及其他年级学生英语学习的资源。高考试题中的语篇是命题专家从众多讲英语国家的报刊、杂志、网络等渠道摘选而来，然后再依据国家英语课程标准、高考考试大纲的要求，特别是词汇限量的要求进行适当改编而成，应该说篇篇文章都凝聚着命题人的智慧与心血，每篇文章都是精品，另外这些试题中所采用的语言素材鲜活、面广、题材、体裁多样、时代性强。基于以上原因，不管是平时学生英语学习，还是高考备考，高考语篇都是最佳资源，首选材料；再者对高考语篇的学习与应用还有助于研究、熟悉、了解、掌握今后高考的发展趋向、高考命题人的思路。因此，高考语篇彻底解决了高三复习材料难于准备的难题，弥补了复习资源不足、不理想的欠缺。
2高考语篇多功能的用途
如何使用这些宝贵的资源来提高学生学习英语、复习备考的质量？这是一个每位高中英语教师都亟待找到答案的问题。从目前对历年高考试题使用情况来看，大部分老师都是利用试题中不同的项目、内容进行针对性训练。如：利用听力试题训练学生的听力、单选题训练学生的词汇、语法掌控能力、阅读文章训练阅读能力等等。当然，这样做肯定会达到复习备考的效果，提高学生的高考应试水平。但是，高考试题作为学习资源来讲，这样使用还是相当浪费、可惜，可见高考语篇的开发空间还有待进一步挖掘。经过多年的实践，我认为，除了利用这些文章进行针对性阅读理解能力训练之外，应当对这些素材实施二次开发利用，通过不同形式、手段，充分挖掘这些素材的价值，进一步培养学生语言素养：在阅读理解能力提高的基础上，保证学生在语言知识、语言技能等方面有不同层次的提升，如：词汇、语法的复习、巩固、辨析、应用；英语理解、思维和表达能力，最终提升学生英语综合运用能力。
根据以上的考虑，对高考语篇的应用进行重新定位：除利用高考试题中的阅读文章和完形填空，训练学生相应的阅读理解和完形填空能力之外，再对这些文章进行二次开发利用。我们简单地称其为高考英语语篇"一拓四"。拓展一，文章挖潜，依据上面的文章再设计几道题使学生进一步理解文章结构、内容、内涵，与山东省高考英语试题阅读表达题型相似。拓展二、拓展三，知识拓展，包括词汇、句型、语法、重点句摘录等。拓展四，表达应用，根据文章的内容以及所涉及的语言知识，设计一个书面表达任务，培养学生的语言输入与输出转换意识，提高其书面语言表达能力。
3高考语篇一拓四范例
【真题回放】山东省高考阅读理解A篇
A year ago August， Dave Fuss lost his job driving a truck for a small company in west Michigan. His wife， Gerrie， was still working in the local school cafeteria， but work for Dave was scarce， and the price of everything was rising. The Fusses were at risk of joining the millions of Americans who have lost their homes in recent years. Then Dave and Gerrie received a timely gift-$7，000，a legacy （遗产） from their neighbors Ish and Arlene Hatch， who died in an accident. "It really made a difference when we were going under financially，" says Dave.
But the Fusses weren't the only folks in Alto and the neighboring town of Lowell to receive unexpected legacy from the Hatches. Dozens of other families were touched by the Hatches' generosity. In some cases， it was a few thousand dollars； in other， it was more than $100，000.
It surprised nearly everyone that the Hatches had so much money ， more than $3 million-they were an elderly couple who lived in an old house on what was left of the family farm.
Children of the Great Depression， Ish and Arlene were known for their habit of saving. They thrived on （喜欢） comparison shopping and would routinely go from store to store， checking prices before making a new purchase. Through the years， the Hatches paid for local children to attend summer camp when their parents couldn't afford it. "Ish and Arlene never asked you needed anything，" says their friend Sand Van Weelden， "They could see things they could do to make you happier， and they would do them.
Even more extraordinary was that the Hatches had their farmland distributed. It was the Hatches' wish that their legacy-a legacy of kindness as much as one of dollars and cents-should enrich the whole community （社区） and last for generations to come.
Neighbors helping neighbors-that was Ish and Arlene Hatch's story.
1. According to the text， the Fusses ______________.
A. were employed by a truck company B. were in financial difficulty
C. worked in a school cafeteria D. lost their home
2. Which of the following is true of the Hatches？
A. They had their children during the Great Depression.
B. They left the family farm to live in an old house.
C. They gave away their possessions to their neighbors.
D. They helped their neighbors to find jobs.
3. Why would the Hatches routinely go from store to store？
A. They decided to open a store. B. They wanted to save money.
C. They couldn't afford expensive things. D. They wanted to buy gifts for local kids.
4. According to Sandy Van Weelden， the Hatches were ________________.
A. understanding B. optimistic C. childlike D. curious
5. What can we learn from the text？
A. The community of Alto was poor.
B. The summer camp was attractive to the parents.
C. Sandy Van Weelden got a legacy from the Hatches.
D. The Hatches would like the neighbors to follow their example.
3.1拓展一【文章挖潜】
在通读文章、解答所设五个题的基础上，另外再设计几道主观应用题，强化学生对本篇文章的理解与掌握，以求从文章的表面和内涵；结构与细节诸方面再有个升华，同时达到以读促写、以写促读的目的。重新设置以下三个问题：
1. What's the main idea of the passage？
参考答案：The passage tells us how the elderly couple named Ish and Arlene Hatch helped their neighbours with the legacy.
2. Paraphrase the sentence， "It surprised nearly everyone that the Hatches had so much money."
参考答案：What surprised nearly everyone was that the Hatches had so much money./ To everyone's surprise， the Hatches had so much money.
3. Translate the underlined sentence（s） in Paragraph 4 into Chinese.
参考答案：采购时，他们总是喜欢货比三家，不厌其烦地从一家店铺到另一家店铺，对比价格后才决定购买。
拓展一解读
这一环节仍然侧重文本理解，是对语篇后五个问题的补充。第一小题是对文章主旨的总结，进一步检测对语篇的掌握，同时培养学生英语思维和语言运用能力。 第二小题是对重点句型结构的破解，通过结构分析准确把握文章意思，且增强学生英语句型的变式能力。
第三小题是对文中重点句型的理解，结合上下文准确理解某句话的确切含义。
三道试题，三个要求，三个目标，三个切入点，从不同角度帮助学生更好地理解文章的结构、内容、意义，进而培养学生养成在语篇学习中善于观察、分析、对比、反思、归纳、总结、应用的习惯与能力。
3.2拓展二【词汇与短语】
再次回到文章中，将其中的高频词、短语，新词汇和短语的应用进行观察、对比、分析，并摘入下来，供学习与识记。从本文中选录以下24个词汇与短语：
1. cafeteria 2. scarce 3. timely
4. neighbors 5. financially 6. neighboring
7. unexpected 8. generosity 9. Great Depression
10. comparison shopping 11. routinely 12. purchase
13. couldn't afford it 14. extraordinary 15. distributed
16. enrich the whole community 17. last for generations to come 18. at risk of
19. make a difference 20. going under 21. dozens of
22. were touched by 23. in some cases 24. through the years
拓展二解读
这一环节的重点转到语言知识学习。英语语篇阅读大凡有两大目的：一是通过阅读获取文章信息，了解作者的意图、打算、目的，提高阅读理解能力；二是从鉴赏模仿的角度考虑，熟悉掌握文章的文体、结构、遣词造句等有关写作技巧和语言知识。英语学习应该在完成第一目标的前提下，适度侧重实施第二目标，也就是我们所说的对文本的二次开发利用。鉴于中学生的英语水平和要求，重点应该放在遣词造句上。
在鲜活的语篇中学习词汇是一种非常有效的方法。在众目繁多的语境中，词汇的搭配，词汇的意思，词汇的灵活应用体现得淋漓尽致，有利于学生结合上下文了解、熟悉、记忆、应用词汇，使掌握词汇变得更简单，更容易，更符合语言学习规律，进而摒弃过去单调、乏味、费力、耗时、低效记忆单词的尴尬。
在新语篇中学习、掌握词汇和短语可分为几种。一是旧词复习类，就是将过去学过的，但是不太常用的词汇，充分利用在新语境中的复现再次强化。像是cafeteria，scarce，generosity，at risk of，make a difference 等。二是派生词的学习，根据英语词汇构词法的规则，识别、掌握更多派生词。如：timely，financially，routinely，neighboring等。三是熟词新义，有些词在不同的语境中表达不同的意思，即所谓的一词多义，而应对这种情况，只能靠见多识广，逐渐积累。比如：Great Depression（大萧条），going under（破产、沉没），comparison shopping（对比采购）等。四是新词学习，在新的语篇中接触、学习新词是拓展英语词汇最佳方法，即在阅读中记忆单词。像是：legacy （遗产），thrived on （喜欢），community （社区）等。
3.3拓展三【句型与语法】
这一轮重温文章，重点放在语篇中形式多样的句型和丰富多彩的语法现象。无需置疑，语法规则是在语言应用中总结、归纳出来的，那么反过来在真实的语境中观察、体验、学习语法将会产生别样的效果。根据学生的实际提炼出以下9个句型：
1. the millions of Americans who have lost their homes in recent years
2. Ish and Arlene Hatch， who died in an accident
3. It surprised nearly everyone that the Hatches had so much money.
4. an elderly couple who lived in an old house on what was left of the family farm
5. go from store to store， checking prices before making a new purchase
6. paid for local children to attend summer camp
7. They could see things they could do to make you happier.
8. Even more extraordinary was that the Hatches had their farmland distributed.
9. It was the Hatches' wish that their legacy….
拓展三解读
这一环节是拓展二的延续。句型语法除进行专项练习之外，最好的方法就是结合语境进行学习。培养学生在文本中观察、发现、分析、理解句型、语法现象，进而了解、掌握其应用，最后实现灵活使用。
依据语篇中呈现的语法现象，进行针对性重点研究与分析。定语从句在本文中出现较多，而且形式多样。如：句1、句2 、句4、句7。就可以借此机会让学生从语篇中找出，并加以分析这些句子，在这个过程中学生自然就会对定语从句的形式、结构、功能等特性又有一个复习、熟悉、巩固的体验和认识。 文章中还出现一些其他重点语法现象，也值得注意。比如：句3、句9，关于"It"作形式主语的句型；句5、句6非谓语动词的用法；句8名词性从句，因此借助语篇强化语法学习将会事半功倍。
3.4拓展四【书面表达】
经过以上形式多样的练习，语篇精读的目标基本实现。接下去的任务应该是将所学知识加以使用，做到学以致用。设计以下书面表达任务供学生练习：
根据上面文章的内容以及所涉及的语言知识，完成下面的写作任务，文章字数控制在120-150词。
班里有一名学生叫李明，他热爱学习，善于助人。但是去年八月份，他父母突然生病，住院。为了照顾他们，李明被迫退学。
听到这消息，班主任老师号召大家，伸出援助之手，帮他渡过难关。在大家的共同努力下，李明几乎没有耽误学业，他父母也逐渐康复，出院。
参考范文
Li Ming is one of my classmates， who studies very hard， and is always ready to help others. But last August， an unexpected thing happened that his parents suddenly fell ill， staying in hospital. As a result， he had to look after them， at risk of leaving school.
It surprised nearly everyone in my class what happened to him. Mr Zhang， the teacher in charge of my class， called on us to give him a hand. Everyone did what they could to help him， tending their parents in the hospital， helping with his lessons. It was dozens of months later that his parents recovered from illness， and everything got back to normal.
Students helping students----that is my class' story.
拓展四解读
英语输入与输出有机结合，方可提高学生语言运用能力。中国学生在英语听说读写四大技能中，写的能力普遍较差。究其原因，无疑与语言使用环境有关，但是在英语学习过程中，特别是学生写的技能培养，缺乏有效措施、疏于训练也难脱干系。阅读与写作之间的迁移过渡尚未建立，写作、阅读仍然在独立作战。
如何将英语阅读与写作有机结合，使阅读为写作服务，达到以读促写的目的？拓展四就是基于解决这个问题而制定。高中生在母语学习、使用的过程中已经熟谙阅读与写作相辅相成的关系，正如常言道，"熟读唐诗三百首，不会作诗也会吟"，同时学生对写作的要求、方法、技巧等较为了解，实际操作也没有大碍。但问题是如何将汉语的写作能力迁移到英语写作上了，为英语写作服务？不是中国学生天生写不好英文，而是因为学生英语写作潜能没有挖掘出来，没有培养好，只有通过不同形式的长时间训练才能成功。在有意识、不断地、大量地阅读英语文本的过程中，认真细致地观察、研究、分析、体验语篇的内容、写作技巧，诸如：文体、结构、段落划分、遣词造句，再进行针对性模仿练习，就会逐渐培养写作的意识，提高写作的能力。上面的范文写作就是根据文本的内容而定的，当然也可通过其它方面进行模仿学习，设计写作练习内容。
参考文献
[1]陈琳，王茜，程晓棠（主编），2004 英语课程标准解读，南京：江苏教育出版社
[2]山东省教育招生考试院 2008年山东省高考考试说明解读（英语）
[3]邓北平 2009.6中庸即和谐，西安：未来出版社
[4]山东省教育招生考试院 2009年普通高等学校招生全国统一考试（山东卷英语）
关键词：高考语篇；资源；应用；案例；解读
中图分类号：G633.41文献标识码：A文章编号：1006-5962（2013）03-0040-02
1高考语篇英语最佳学习材料
随着越来越多的省市高考自主命题，每年的高考试题也越来越多，这无疑极大丰富和拓宽高三复习备考以及其他年级学生英语学习的资源。高考试题中的语篇是命题专家从众多讲英语国家的报刊、杂志、网络等渠道摘选而来，然后再依据国家英语课程标准、高考考试大纲的要求，特别是词汇限量的要求进行适当改编而成，应该说篇篇文章都凝聚着命题人的智慧与心血，每篇文章都是精品，另外这些试题中所采用的语言素材鲜活、面广、题材、体裁多样、时代性强。基于以上原因，不管是平时学生英语学习，还是高考备考，高考语篇都是最佳资源，首选材料；再者对高考语篇的学习与应用还有助于研究、熟悉、了解、掌握今后高考的发展趋向、高考命题人的思路。因此，高考语篇彻底解决了高三复习材料难于准备的难题，弥补了复习资源不足、不理想的欠缺。
2高考语篇多功能的用途
如何使用这些宝贵的资源来提高学生学习英语、复习备考的质量？这是一个每位高中英语教师都亟待找到答案的问题。从目前对历年高考试题使用情况来看，大部分老师都是利用试题中不同的项目、内容进行针对性训练。如：利用听力试题训练学生的听力、单选题训练学生的词汇、语法掌控能力、阅读文章训练阅读能力等等。当然，这样做肯定会达到复习备考的效果，提高学生的高考应试水平。但是，高考试题作为学习资源来讲，这样使用还是相当浪费、可惜，可见高考语篇的开发空间还有待进一步挖掘。经过多年的实践，我认为，除了利用这些文章进行针对性阅读理解能力训练之外，应当对这些素材实施二次开发利用，通过不同形式、手段，充分挖掘这些素材的价值，进一步培养学生语言素养：在阅读理解能力提高的基础上，保证学生在语言知识、语言技能等方面有不同层次的提升，如：词汇、语法的复习、巩固、辨析、应用；英语理解、思维和表达能力，最终提升学生英语综合运用能力。
根据以上的考虑，对高考语篇的应用进行重新定位：除利用高考试题中的阅读文章和完形填空，训练学生相应的阅读理解和完形填空能力之外，再对这些文章进行二次开发利用。我们简单地称其为高考英语语篇"一拓四"。拓展一，文章挖潜，依据上面的文章再设计几道题使学生进一步理解文章结构、内容、内涵，与山东省高考英语试题阅读表达题型相似。拓展二、拓展三，知识拓展，包括词汇、句型、语法、重点句摘录等。拓展四，表达应用，根据文章的内容以及所涉及的语言知识，设计一个书面表达任务，培养学生的语言输入与输出转换意识，提高其书面语言表达能力。
3高考语篇一拓四范例
【真题回放】山东省高考阅读理解A篇
A year ago August， Dave Fuss lost his job driving a truck for a small company in west Michigan. His wife， Gerrie， was still working in the local school cafeteria， but work for Dave was scarce， and the price of everything was rising. The Fusses were at risk of joining the millions of Americans who have lost their homes in recent years. Then Dave and Gerrie received a timely gift-$7，000，a legacy （遗产） from their neighbors Ish and Arlene Hatch， who died in an accident. "It really made a difference when we were going under financially，" says Dave.
But the Fusses weren't the only folks in Alto and the neighboring town of Lowell to receive unexpected legacy from the Hatches. Dozens of other families were touched by the Hatches' generosity. In some cases， it was a few thousand dollars； in other， it was more than $100，000.
It surprised nearly everyone that the Hatches had so much money ， more than $3 million-they were an elderly couple who lived in an old house on what was left of the family farm.
Children of the Great Depression， Ish and Arlene were known for their habit of saving. They thrived on （喜欢） comparison shopping and would routinely go from store to store， checking prices before making a new purchase. Through the years， the Hatches paid for local children to attend summer camp when their parents couldn't afford it. "Ish and Arlene never asked you needed anything，" says their friend Sand Van Weelden， "They could see things they could do to make you happier， and they would do them.
Even more extraordinary was that the Hatches had their farmland distributed. It was the Hatches' wish that their legacy-a legacy of kindness as much as one of dollars and cents-should enrich the whole community （社区） and last for generations to come.
Neighbors helping neighbors-that was Ish and Arlene Hatch's story.
1. According to the text， the Fusses ______________.
A. were employed by a truck company B. were in financial difficulty
C. worked in a school cafeteria D. lost their home
2. Which of the following is true of the Hatches？
A. They had their children during the Great Depression.
B. They left the family farm to live in an old house.
C. They gave away their possessions to their neighbors.
D. They helped their neighbors to find jobs.
3. Why would the Hatches routinely go from store to store？
A. They decided to open a store. B. They wanted to save money.
C. They couldn't afford expensive things. D. They wanted to buy gifts for local kids.
4. According to Sandy Van Weelden， the Hatches were ________________.
A. understanding B. optimistic C. childlike D. curious
5. What can we learn from the text？
A. The community of Alto was poor.
B. The summer camp was attractive to the parents.
C. Sandy Van Weelden got a legacy from the Hatches.
D. The Hatches would like the neighbors to follow their example.
3.1拓展一【文章挖潜】
在通读文章、解答所设五个题的基础上，另外再设计几道主观应用题，强化学生对本篇文章的理解与掌握，以求从文章的表面和内涵；结构与细节诸方面再有个升华，同时达到以读促写、以写促读的目的。重新设置以下三个问题：
1. What's the main idea of the passage？
参考答案：The passage tells us how the elderly couple named Ish and Arlene Hatch helped their neighbours with the legacy.
2. Paraphrase the sentence， "It surprised nearly everyone that the Hatches had so much money."
参考答案：What surprised nearly everyone was that the Hatches had so much money./ To everyone's surprise， the Hatches had so much money.
3. Translate the underlined sentence（s） in Paragraph 4 into Chinese.
参考答案：采购时，他们总是喜欢货比三家，不厌其烦地从一家店铺到另一家店铺，对比价格后才决定购买。
拓展一解读
这一环节仍然侧重文本理解，是对语篇后五个问题的补充。第一小题是对文章主旨的总结，进一步检测对语篇的掌握，同时培养学生英语思维和语言运用能力。 第二小题是对重点句型结构的破解，通过结构分析准确把握文章意思，且增强学生英语句型的变式能力。
第三小题是对文中重点句型的理解，结合上下文准确理解某句话的确切含义。
三道试题，三个要求，三个目标，三个切入点，从不同角度帮助学生更好地理解文章的结构、内容、意义，进而培养学生养成在语篇学习中善于观察、分析、对比、反思、归纳、总结、应用的习惯与能力。
3.2拓展二【词汇与短语】
再次回到文章中，将其中的高频词、短语，新词汇和短语的应用进行观察、对比、分析，并摘入下来，供学习与识记。从本文中选录以下24个词汇与短语：
1. cafeteria 2. scarce 3. timely
4. neighbors 5. financially 6. neighboring
7. unexpected 8. generosity 9. Great Depression
10. comparison shopping 11. routinely 12. purchase
13. couldn't afford it 14. extraordinary 15. distributed
16. enrich the whole community 17. last for generations to come 18. at risk of
19. make a difference 20. going under 21. dozens of
22. were touched by 23. in some cases 24. through the years
拓展二解读
这一环节的重点转到语言知识学习。英语语篇阅读大凡有两大目的：一是通过阅读获取文章信息，了解作者的意图、打算、目的，提高阅读理解能力；二是从鉴赏模仿的角度考虑，熟悉掌握文章的文体、结构、遣词造句等有关写作技巧和语言知识。英语学习应该在完成第一目标的前提下，适度侧重实施第二目标，也就是我们所说的对文本的二次开发利用。鉴于中学生的英语水平和要求，重点应该放在遣词造句上。
在鲜活的语篇中学习词汇是一种非常有效的方法。在众目繁多的语境中，词汇的搭配，词汇的意思，词汇的灵活应用体现得淋漓尽致，有利于学生结合上下文了解、熟悉、记忆、应用词汇，使掌握词汇变得更简单，更容易，更符合语言学习规律，进而摒弃过去单调、乏味、费力、耗时、低效记忆单词的尴尬。
在新语篇中学习、掌握词汇和短语可分为几种。一是旧词复习类，就是将过去学过的，但是不太常用的词汇，充分利用在新语境中的复现再次强化。像是cafeteria，scarce，generosity，at risk of，make a difference 等。二是派生词的学习，根据英语词汇构词法的规则，识别、掌握更多派生词。如：timely，financially，routinely，neighboring等。三是熟词新义，有些词在不同的语境中表达不同的意思，即所谓的一词多义，而应对这种情况，只能靠见多识广，逐渐积累。比如：Great Depression（大萧条），going under（破产、沉没），comparison shopping（对比采购）等。四是新词学习，在新的语篇中接触、学习新词是拓展英语词汇最佳方法，即在阅读中记忆单词。像是：legacy （遗产），thrived on （喜欢），community （社区）等。
3.3拓展三【句型与语法】
这一轮重温文章，重点放在语篇中形式多样的句型和丰富多彩的语法现象。无需置疑，语法规则是在语言应用中总结、归纳出来的，那么反过来在真实的语境中观察、体验、学习语法将会产生别样的效果。根据学生的实际提炼出以下9个句型：
1. the millions of Americans who have lost their homes in recent years
2. Ish and Arlene Hatch， who died in an accident
3. It surprised nearly everyone that the Hatches had so much money.
4. an elderly couple who lived in an old house on what was left of the family farm
5. go from store to store， checking prices before making a new purchase
6. paid for local children to attend summer camp
7. They could see things they could do to make you happier.
8. Even more extraordinary was that the Hatches had their farmland distributed.
9. It was the Hatches' wish that their legacy….
拓展三解读
这一环节是拓展二的延续。句型语法除进行专项练习之外，最好的方法就是结合语境进行学习。培养学生在文本中观察、发现、分析、理解句型、语法现象，进而了解、掌握其应用，最后实现灵活使用。
依据语篇中呈现的语法现象，进行针对性重点研究与分析。定语从句在本文中出现较多，而且形式多样。如：句1、句2 、句4、句7。就可以借此机会让学生从语篇中找出，并加以分析这些句子，在这个过程中学生自然就会对定语从句的形式、结构、功能等特性又有一个复习、熟悉、巩固的体验和认识。 文章中还出现一些其他重点语法现象，也值得注意。比如：句3、句9，关于"It"作形式主语的句型；句5、句6非谓语动词的用法；句8名词性从句，因此借助语篇强化语法学习将会事半功倍。
3.4拓展四【书面表达】
经过以上形式多样的练习，语篇精读的目标基本实现。接下去的任务应该是将所学知识加以使用，做到学以致用。设计以下书面表达任务供学生练习：
根据上面文章的内容以及所涉及的语言知识，完成下面的写作任务，文章字数控制在120-150词。
班里有一名学生叫李明，他热爱学习，善于助人。但是去年八月份，他父母突然生病，住院。为了照顾他们，李明被迫退学。
听到这消息，班主任老师号召大家，伸出援助之手，帮他渡过难关。在大家的共同努力下，李明几乎没有耽误学业，他父母也逐渐康复，出院。
参考范文
Li Ming is one of my classmates， who studies very hard， and is always ready to help others. But last August， an unexpected thing happened that his parents suddenly fell ill， staying in hospital. As a result， he had to look after them， at risk of leaving school.
It surprised nearly everyone in my class what happened to him. Mr Zhang， the teacher in charge of my class， called on us to give him a hand. Everyone did what they could to help him， tending their parents in the hospital， helping with his lessons. It was dozens of months later that his parents recovered from illness， and everything got back to normal.
Students helping students----that is my class' story.
拓展四解读
英语输入与输出有机结合，方可提高学生语言运用能力。中国学生在英语听说读写四大技能中，写的能力普遍较差。究其原因，无疑与语言使用环境有关，但是在英语学习过程中，特别是学生写的技能培养，缺乏有效措施、疏于训练也难脱干系。阅读与写作之间的迁移过渡尚未建立，写作、阅读仍然在独立作战。
如何将英语阅读与写作有机结合，使阅读为写作服务，达到以读促写的目的？拓展四就是基于解决这个问题而制定。高中生在母语学习、使用的过程中已经熟谙阅读与写作相辅相成的关系，正如常言道，"熟读唐诗三百首，不会作诗也会吟"，同时学生对写作的要求、方法、技巧等较为了解，实际操作也没有大碍。但问题是如何将汉语的写作能力迁移到英语写作上了，为英语写作服务？不是中国学生天生写不好英文，而是因为学生英语写作潜能没有挖掘出来，没有培养好，只有通过不同形式的长时间训练才能成功。在有意识、不断地、大量地阅读英语文本的过程中，认真细致地观察、研究、分析、体验语篇的内容、写作技巧，诸如：文体、结构、段落划分、遣词造句，再进行针对性模仿练习，就会逐渐培养写作的意识，提高写作的能力。上面的范文写作就是根据文本的内容而定的，当然也可通过其它方面进行模仿学习，设计写作练习内容。
参考文献
[1]陈琳，王茜，程晓棠（主编），2004 英语课程标准解读，南京：江苏教育出版社
[2]山东省教育招生考试院 2008年山东省高考考试说明解读（英语）
[3]邓北平 2009.6中庸即和谐，西安：未来出版社
[4]山东省教育招生考试院 2009年普通高等学校招生全国统一考试（山东卷英语）