2002年，在高一、高二英语教材第13单元到第20单元的学习过程中，学生学习了较多的词句，而缺少应用和实践。为此，我就地取材，基于校园环境，贴近学习生活背景，以单元中的语句为依托提炼知识要点，从口头复习引出文本词句，将所提炼的知识要点作为书面表达的核心词汇和短语，借此设计书面表达内容，使学生学以致用。课堂上，学生从口头讲述过渡到以笔端写出，向全市的听课教师汇报读、说、写英语的情况。
第一，提炼语言要素，从教材的阅读文本中提炼语句，为表达作铺垫。
①China lies in the east of Asian.
②Canada covers six of the world's 24 times areas.
③This is because two thirds of the earth's surface is made of vast oceans.
④The case of Professor Stephen Hawking is one example of the many disabled people who have achieved success in their chosen field of work.
⑤Which group of people did King support？How much success did he have？
⑥He's doing very well in the navy.
第二，提炼知识要点，遣词造句，铺垫表达基础。学生从所复习的语句中提取lie、cover、be made of、achieve success、have success、do well in等语言素材，进行口头、笔头遣词造句并导出；以“My School”为主题，按照写作内容，运用知识要点，融入思想感情，完成书面表达任务。
第三，贴近学习背景，设计书面表达。
【书面表达】假如你是韩英，在广州某中学读书，外国朋友艾美、加妮和英格前来参观你校。艾美请你写一篇介绍学校的英语短文。请参考以下信息。
第四，教学语境化，表达多元化。这篇书面表达以“My School”为主题设计，融合单元词句和语法知识等，贴近学校背景命题，以展开课堂实践活动。学生运用笔端呈现校园中师生的风貌，在抒发对学校情怀和对教师感情的同时，完成语言知识的输出，优化语言知识，完成表达任务。
【学生习作】
My School
I'm a student named Han Ying from Licheng Middle School.I'm glad to tell you something about our school.Our school is（lies/is situated/is located） at the foot of Jiaoshi Hills in the east of Zengcheng City and covers（has/spreads）an area of 5334 square meters.
Our school was built（set up/founded/established）in September，1996.At present，there are two classroom buildings and four dormitory ones.Two apartment buildings have been built（set up/completed）on the left of the school gate.And inside the school a new teaching building is under construction.
At present，there are 114 teachers and 1659 students in our school.The school is made up of（consists of/has） 29 classes.For these years，both teachers and students have been strict in their work and study.They have achieved great success（have had much success/have been very successful/have done well）in both their work and study.I dare say our school is getting better and more beautiful.
【分析】从学生习作中不难发现，学生根据背景和信息要点，参照从教材中学得的“位于（lie）”“占有（面积）（cover）”“组成（be made up of）”“取得成绩（have success in、do well in）”等语言素材，结合上下文语境中的逻辑关系和语境特点，运用了be situated、located at、have/spread an area of、be made up of、consist of/have/there be、achieve great success/have much success、be very successful等类似短语，在表达时还使用了更贴切的词汇和短语，如be built/set up/founded/established、under construction等，由此使书面表达达到“1+1＞2”的语言表达效果。
从学生的语言表达中可以看到，词与句这两个重要的语言“元件”，在大脑语言思维的作用下构成千差万别的句子；在语言结构的框架下组词造句，构成段落；各段落之间按一定的语言表达方式和语言规则构成有血有肉、表情达意、有始有终的英语短文。
多年来，英语书面表达大多是依据词句功能和语篇衔接手段，贴近考查对象所处的背景来选材命题的，以此让学生运用语言知识，完成书面表达。
不难发现，英语表达是一种语言思维转化中知识与技能融会、语言与情感交互的统合性过程。读是语言的输入，写是语言的输出，二者在语言学习中相辅相成、相得益彰。学生一般通过阅读吸收语言，碰撞思想火花，激活语言思维。基于阅读文本设计而成的书面表达，可以帮助学生运用合适的词句完成书面表达。书面表达的设计原则是，尽量以极少的汉语提供足够的信息，激发学生的联想，使学生活用词法和句法，在英汉语言思维的转化中通过联想构思主题，完成书面表达。