观点对比类英语写作的反思及启示.doc

观点对比类英语写作的反思及启示江西省萍乡市莲花中学 贺艳花一、发现问题最近几年的高考英语试题中出现过许多观点对比类作文，高三学生在平时训练、考试中也写过各种话题的观点对比类作文。每次练习、考试后，老师都给出了范文，但学生总是写出一些汉式英语。下面是我从学生的作文中摘下的典型的错误句型。 1、Im writing to tell you about the discussion weve had about whether we are for or against we should own cellphone.2、There are sixty percents in favor of could taking cellphones at school, they think that have a cellphone can keep in touch with others.3、Other people who are in favor of , dont think so .4、The other people think dont take a cellphone is a better choice in the following three reasons. 5、I agree with people shouldnt take cellphone to school. 学生练得够多，但为什么还会写出这样的汉式英语呢？二、分析问题从批改学生的作文来看，学生屡犯错误的原因有以下几方面：1、学生的英语基础差，对英语句子的基本结构没有概念，不会遣词造句。2、教师在讲解作文时，没有归纳观点类作文常见的简洁、地道的句子，学生在写作时没有地道的句子可运用，只有凭汉语思维去写作。3、教师没有引导学生去背优秀范文，积累写作模式。4、学生不会运用过渡词。三、解决问题的对策针对学生的英语水平，我采取以下教学策略：一 归纳总结观点对比类作文写作模块（如下）Im writing to tell you about the discussion weve had about whether we should （主题）.Opinions are divided on the matter.Some people are in favor of (主题).They think that .Moreover, .Other people , however , dont think so .They argue that .Furthermore, .In my opinion ,every coin has two sides .We should deal with the thing in a proper way.总结地道句型开头句：1、We have had a heated discussion about whether we should .2、The topic of is becoming the most popular one recently.3、When asked about ,different people hold different views.正方常用句子：1、Some people say is their favorite.2、Some people hold the opinion that 3、Many people agree with this idea.反方常用句子：1、While others feel is a better choice in the following three reasons .Firstly, .Secondly, .Thirdly, .2、But some people dont agree with them in several points. First, they believe that .Whats more , they say that . 自己观点：1、In my opinion, I like （哪方观点）.The reason is that .2、In a word, my personal view emphasizes on （采取对策）in a scientific point.总结过渡词1、表转折或对比关系：on one hand on the other hand,for one thing for another,but , while, yet, on the contrary ,compared with, in spite of , instead.2、表递进关系：also , besides, furthermore, moreover, whats more, in addition ,whats worse, worse still, to make mattersthings worse.3、表总括或结尾：in my opinion, in a word, in short, in brief, on the whole, in conclusion , to sum up.4、表列举理由的先后次序：firstly, secondly, thirdly; first, second, third; next, meanwhile, at the same time. 二应用课堂上，教师要求学生运用所给的写作模块、句型和过渡词进行限时写作。如：近几年，“考生该不该复读？”这一话题一直为社会各届所关注。下表是某班同学就此问题的讨论结果，请你给某报社写一封信客观地介绍讨论的情况。 多数同学认为少数同学认为1、不该复读2、对于应届生不公平3、增加家庭经济负担4、精神压力大，易出问题1、应该复读2、可以考上理想的大学3、上何种大学是人生重要的转折点，直接影响将来的就业三批改老师收上学生写的作文，利用课后时间当面批改每一个学生的作文，让每一位学生的作文都成为一篇好范文。四 )背诵同学们背诵自己写的但经过老师批改过的作文。四、结果与启示从学生写的作文来看，大部分的学生能在30分钟内运用老师提示的写作模式、句型和过渡词写出一篇简洁、地道、流畅的好文章，这样的结果令人出乎意料。由此，我得到几点写作启示：1、老师在讲新课时，一定要及时归纳课文中出现过的经典句型，并且要求学生造句，写英语日记、写文章摘要、读后感、对文章进行改写或缩写。2、老师批改学生的作文，并把好的作文作为范文让学生背诵。每周进行