《初中英语写作指导》doc版.doc

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谈初中写作指导 近两年初中升学考试增加了英文写作的题型，这就使初中阶段的英语教学在原来的基础上又加强了英文写作的训练与指导，这一方面的训练不仅能提高学生的综合能力还可以为高中的写作及今后的英语学习打下一个良好的基础。可以说英语写作是体现一个学生英语综合能力的形式，这个形式的体现与学生本人的词汇量大小；单词、词组和句子的运用能力及逻辑思维能力都有着密切的关系，因此英语写作是反映一个学生英语水平高低的一个重要方面。听、说、读、写、译是英语学习的五项最基本技能，这五项基本技能是相互联系、相互制约、相互依存、相互促进的。听和读反映的是语言信息的进入情况，是语言接收技能；说和写则是语言信息的输出形式，是语言的表达技能。表达是建立在接收基础之上的，只有达到足够的语言输入量，才能有效地围绕所理解和吸收的口头及书面信息从事说和写的练习，由此才能有效地提高综合技能。初中英语的学习是在培养和发展听、说的同时培养和发展学生的阅读和写作能力，为的是更好地锻炼学生的综合语言技能，提高正确、灵活运用英语的表达能力。在初中，在对学生进行听说的同时，循序渐进的进行写作的科学训练，对于学生英语的全面学习、掌握和提高是非常有帮助的，那是因为英语学习不是独立的，而是相互制约和相互促进的。那么是如何分阶段、分层次进行培养和训练的呢？一、在初中一年级对学生进行听说领先的英语教学同时，根据学生已经掌握了的一定的词汇、句型，就可以进行造句的训练。1. 连词成句(1). are, Mary, my, and, friends, good, Wei Hua.(2). from, father, where, his, is?这是最简单的连句子，通过句子后的标点可以帮助学生确定：(1) 是肯定句 Mary and Wei Hua are my good friends. (2) 是疑问句，有where就是一个特殊疑问句， Where is his father from? 更进一步的练习可以不给最后的标点，(1). are, Mary, my, and, friends, good, Wei Hua (2). from, father, where, his, is连出的句子还是Mary and Wei Hua are my good friends.和 Where is his father from? 但是加强了学生思维的训练，也就是要考虑“应该连成什么句型呢？”这就是初始的训练，像(1)似乎可以写出肯定句或一般疑问句，但是单词my的存在提示了不可能向自己提问；(2)中的单词where不仅提示疑问句句式，还明确了是个特殊疑问句。明显感觉到了需要思考和斟酌，这就是能力的培养。还可再进一步加大难度，那就是把两句话中的动词去掉，(1). Mary, my, and, friends, good, Wei Hua (2). from, father, where, his 因为学生只有一般现在时态的语法知识，因此第一句话仍然是Mary and Wei Hua are my good friends.而第二句话可以有两个结果：Where is his father from?和Where does his father come from? 两句话的意思一样，却能反映出学生理解和运用词汇的能力，使学生在连句子中加强句子结构中谓语动词存在的重要性的概念。这种循序渐进、难度第进的训练方式可以培养学生的严密思维方式，扎实地打下一个正确、准确写句子的基础。2. 简单的英汉互译看这两句话：(1) 冰箱里有一些肉。(2) 我有一个姐姐，但我没有哥哥。这两个句子就是训练学生对“有”句型的判断和区别的能力。第一句话表示“在某处有某物”，应该用 “There be”句型，不可数名词meat作主语，谓语动词为单数；第二句话表示“人的所有”，要用 “ have (have got”这样的句子，肯定句要使用不定冠词a表一个，否定句要使用notany的固定搭配，这些都是基本功。(1) There is some meat in the fridge.(2) I have got a sister, but I havent got any brothers. 凡是在课本中出现的重要词汇和句型都可通过汉译英的形式进行操练，起到灵活运用、加强理解、巩固语法知识的作用。3. 句型转换（一般疑问句、否定句、特殊疑问句、同意句转换）第一步是要进行专门的基本功练习，就是将一个肯定句转换成一般疑问句和否定句，在此基础上建立特殊疑问句的构成是特殊疑问词后加一般疑问句的概念（除了特殊疑问词作主语的情况），以此练习画线提问。学习同意句的转换方法是以背记同意短语或句型为主。如：(1) There are some books on the desk.Are there any books on the desk?There arent any books on the desk.除了需要学生掌握一般疑问句和否定句转换的原则之外，还有其特殊的原则，那就是含有some的“There be ”句型在转换成一般疑问句和否定句时要将some变为any。如果对其进行画线提问，There are some books on the desk.其特殊疑问句为：Whats on the playground? 需掌握特殊疑问句谓语动词要使用单数，无论答句是单、复数。(2) I like playing basketball.Do you like playing basketball?I dont like playing basketball.掌握助动词（do, does）在句型转换中的位置和作用，如果对助动词的用法理解不到位，就会像有些学生常对这样的句子出错一样：My sister does her homework in the evening. 错：Does your sister her homework in the evening?正：Does your sister do her homework in the evening?错：My sister doesnt her homework in the evening.正：My sister doesnt do her homework in the evening.把形似的助动词当作了句中的谓语动词来使用了，这就是加强初一起始阶段基础知识掌握的很关键、很重要的一步。3. 简单的看图写话这一部分是这样来训练的，无论哪种方式都首先练习写一句话，要求该句是最吻合图面意思，在句子中正确使用一般现在时和现在进行时。第一步：给出图面，并给出描述图面所需的单词，是连词成句的另一种练习方式。如：Lucy, write, friend, now, her, to副词now告诉了使用现在进行时态，桌子上的信封和write, to,是要求使用短语write to sb.(给某人写信)的信息，有这些构思就写出了下面的句子：Lucy is writing to her friend now. (Lucy正在给她的朋友写信。)第二步：给出图面，给出与图相关的一个单词或短语，写出含该单词或短语的一个句子。如： very early 钟表的时间可以准确判断是起床，而不是去睡觉。使用一般现在时态加入相关的时间状语every day(every morning, in the morning, from Monday to Friday等)就可以连出类似下面的句子。 He gets up very early every day. （他每天起得早）第三步：几句话描述图面。 要求：适用40左右词，按一定顺序来写，语句通顺，句子连贯。 There is a computer, a pen container, a pencil and a book on the desk. The pencil is on the book. The chair is in front of the desk. There is a bag on the chair and there is a cat under it.如果从初一开始对学生进行适当的写作训练，可以促进学生读写能力的全面发展，小小的成就感对提高学生学习英语的兴趣有极大的作用，从长远的角度说这样的基础训练更有利于促进学生英语水平的综合提高。二、初二的写作训练可集中在看图上，简单的看图填空、回答问题和看图写话，当然像书信、请假条、告示等生活实用的形式也会给予训练。(1). 看图填词是看图写话的准备A: Look! This is a _ of my _.B: Is the old man your _? A: Yes, _ is.B: Is _ your mother? A: No, thats my _, my fathers sister.B: Is this _ mother? A: Yes, _ is. B: Who is this man? Is _your father? A: No, hes my uncle. Uncle John is my fathers_. This is my father.这是一张全家人的照片，根据对话内容的提示，图中人物的形象、性别和关系，利用描述图片中人物的习惯用语就可以得出以下答案：A: Look! This is a picture/photo of my family.B: Is the old man your grandfather? A: Yes, he is.B: Is that your mother? A: No, thats my aunt, my fathers sister.B: Is this your mother? A: Yes, she is. B: Who is this man? Is he your father? A: No, hes my uncle. Uncle John is my fathers brother. This is my father.(2).根据图示，在下面短文的空格上填上适当的词，每空一词。 One day two little_ had a quarrel about something and fought with each other. Then they went _ home to their fathers. After a while the two boys _ again _ their father along. Soon each man tried to _everything for_ own son. So a second quarrel between them started. Now they began to fight each other, and the two boys _ by watching their fathers fighting. The two men were fighting harder and _. However, the two boys became_ again, they were now happily playing stone chess on the ground. Obviously, it was completely unnecessary for the two fathers to come and have a quarrel and fight _ each other.这副漫画大家都会很熟悉，图面的发展和短文的叙述帮助学生达到很好的理解，10个词中包括了名词的复数（图中的两个男孩子）、动词的过去式和动词不定式、介词(来自短语come with sb. 和fight with sb.)、代词(短语ones own+ n.的用法)和副词（来自短语go back home和harder and harder）答案:One day two little boys had a quarrel about something and fought with each other. Then they went back home to their fathers. After a while the two boys came again with their father along. Soon each man tried to say everything for his own son. So a second quarrel between them started. Now they began to fight each other, and the two boys stood by watching their fathers fighting. The two men were fighting harder and harder. However, the two boys became friends again, they were now happily playing stone chess on the ground. Obviously, it was completely unnecessary for the two fathers to come and have a quarrel and fight with each other.利用这种适合初二学生水平，和有趣、易理解、令人难忘的图片吸引了学生的兴趣，可以说简单的填充挖空的短文等写作的低级训练，是将来短文写作的基础。(3). 看图写句子1. It was Womens Day yesterday. 2. Li Lei went shopping after school. 3. After he got home, he did some cooking and cleaned the house. 4. His mother was very happy when she came home.只要求根据图面和所给词汇写出对应的简单句和复合句，达到通顺，时态正确即可，和前面相比学生已经进入了更高水平的训练，也就是不仅会用简单句描述还要会用复合句，复合句的使用使描写更细致全面。(4). 看图回答问题(1) When did the boys play basketball?They played basketball after school.(2) What did the boy see before he had supper?He saw his dirty hands.(3) His mother didnt let him wash his dirty hands, did she?Yes, she did.(4) How did his mother feel when she saw her sons clean hands?She felt unhappy.(5) Did the boy wash his hands?No, he didnt.看图回答问题不仅要求看懂、理解好图的内容，而且还要求能够写出正确的句子来回答，五个问题一般都会出现一个或两个一般疑问句、一个反意疑问句和两到三个特殊疑问句，学会把握问句的主语、时态一致再加与图的内容相符才能很好的完成这种练习。(5). 看图写尽量多的句子，在对图上的画面进行描述中可加入符合逻辑的想象。、 It was a rainy day. Li Lei and his classmates were on their way home. A granny fell down on the ground. They saw it and ran to help her. But she couldnt move at all. One of them hurried to call 120 to send her to the hospital. 这一步是练习写作的一个飞跃，从单句到短文，从只对图面的描写到加入想象力，这是一个比较艰难的过程，大量的练习和批改，学生的理解、运用和反复修改是这个过程必须的，这个过程的完成是顺利进入初三的基础，在此练习基础上还有一些配合训练，如写假条、通知、邀请、日记和书信的练习。Dear teacher,When I played outside with some friends yesterday, I hurt my left foot. It is difficult for me to walk. So Im writing to you for two daysleave. Yours, Han Mei Saturday, Dec.9,2005 Today is Saturday. It is a fine day. I went to Tianjin Museum with my classmates. We arrived there at 9:30 in the morning. We saw many different things there. And we got lots of knowledge on history and science. Museum is a good place for us to visit.练习写这类东西要注意格式和一些固定的句子。 三、初三英语写作是学生在三年的学习中，利用积累的词汇量、词法、句法知识通过逻辑思维用短文的形式体现出的综合能力，它要求学生有扎实的语言基本功，具备一定的审题能力、想象能力、表达能力、评价能力等。其中看图写作是主要的写作练习方式，看图写作的第一步是仔细审题，需要根据图画的提示弄清图所示的内容；第二步是要充分发挥想象力，来把握情节的发展，使文章内容充实丰满，符合逻辑；第三步是用所学过的词汇和句型（简单句和从句）把第一、二步的构思进行准确的描述和表达，并正确地使用人称和时态使文章自然流畅；第四步就是紧扣主题进行评价，在必要的情况下可用感叹句等给予评价，作为文章的结尾。写作时这种形式要求：看懂图意 ；切中题意；文理通顺；语言准确得当。以前中考英语考试的书面表达以看图回答五个问题的形式出现，从2004年开始改为看图写60-80字的短文（占5分），现在则在满分120分中占15分，可见中考中对写作的重视程度。养成写作的好习惯，不要看了大概之后就开始边想边写、边写边想，如果那样的话很可能丢要点，或发现了遗漏后补，使文章内容混乱。另外为了避免中国话的英文，训练学生认真审题后，把所要用的主要词汇和短语一一列出，根据自己的思维确定没有遗漏后，利用相关的简单句、宾语从句和状语从句将它们扩展成句子，写句子时注意时态，一般看图写文都是发生了的事，所以常用过去的时态；单个的句子完成之后再用关联词连接，如：and , but, however,as a result,to ones surprise， with ones help, in the end等将必要的上下两句进行关联，使文章更加通顺、自然，符合英语习惯。没有把握的句型或较难的语法结构不要使用，否则会造成不必要的不通顺。必须牢记的是：内容描述完整、叙述清楚、避免重复。文章写完之后把自己作为听故事的角色，看看读后脑子中是不是展现了那组画面，就可以起到复查的效果了。在写的方面利用以上的方法比较稳妥，熟能生巧这是古训，同样适用于英语写作。要让学生多写多练，写后老师给予批改、讲评、及时纠正典型的错误；同时在学生之间推荐范文或互相传看学生自己写的文章，学习别人的思路、写作手法等优秀的地方，补充自己。学生自身只有通过练习才能知道自己的不足与缺陷，个人的努力便于老师、同学帮修改、订正。下面看几篇学生的作文：这组图由七个画面组成，画面多利于学生描述内容，80字左右也很容易达到，图中出现的情景和同学们的生活接近，稍加构思就可成文。 go to school cross the road be dangerous thank be late speak highly of sb. follow ones exampleOne day Lin Tao went to school . When he was walking in the street he saw a blind man crossing the road. Suddenly there was a bus coming. The man was very dangerous. He ran to save him. Then he helped the man cross the street. The man thanked him a lot. Then he went to school, but it was too late. When he arrived at school, he told the teacher about it. Instead of being angry, the teacher spoke highly of him, and asked the students to follow his example.这篇文章的最大优点是：没有时态、语态的错误，都使用了正确的英语句子，可见这个学生的英语语法基础知识掌握得很好，文章写得流利、通顺。可是这篇短文还有欠缺之处，仔细地想一想发现毛病在于只是就图说图，有些地方略显粗糙（前三个图的描写），还出现了一点逻辑错误，那就是“学生送盲人过了马路之后怎么就会迟到呢？”要让这篇文章充实，就要加入你的想象力，让它符合生活逻辑。下面看在老师指导下怎么修改的这篇短文：1. 第一句话加了短语as usual,使我们了解Lin Tao每天按时上学，是个好学生。2. 第一段用When he was going to cross the road, he saw a truck coming and it would hit a blind man who was walking across the road. So he ran to the blind man and pulled him back.对当时盲人所处于的危险状态描述的更具体、准确、真实了（按图）。之后，最主要的加入了送盲人回家，所以导致自己上课迟到，表达了作者对Lin Tao的善良及助人为乐的精神的赞扬。一篇描写的全面，生动，可信的画面就展现在读者的眼前了。One day Lin Tao went to school as usual. When he was going to cross the road, he saw a truck coming and it would hit a blind man who was walking across the road. So he ran to the blind man and pulled him back. Then he helped the man cross the road. Lin Tao thought it was too dangerous for the man to go alone. So he sent him home.When he got to school in a hurry, the class had already begun. At first the teacher was a little unhappy and told him not to be late again. But when he knew what had happened, he spoke highly of him.文章中不仅使用了宾语从句和状语从句，还用了一个定语从句，当然我们可以把可以who was去掉，用walking across the road作定语，但是为了鼓励学生展示自己的才能，只要对了就可以用，使该学生在初中所学的语言知识和自身的能力都做了充分的表现。平时练习写作时，提醒学生在文章中用除了简单句之外练习使用宾语和状语从句，定语从句可以不用，以免出现不必要的错误，因为初中阶段只学习了定语从句的简单知识。这组图也是和学生生活相关的故事，考试之后总是在成绩不理想时不知如何面对父母，再碰到一位严厉的父亲很可能会挨打，不想挨打就得想一些办法暂时躲过去，这是学生们的实际生活经历。不要用批评的态度去写，通过图体现的挨爸爸打的情景真实地描述小男孩的心理想法及导致的行动即可。除此之外提醒同学们把故事的最后进行延伸，那就是“爸爸会怎么想哪？”下面