英语（心得）之高中英语应加强写作能力的培养

1、英语论文之高中英语应加强写作能力的培养 高中英语应加强写作能力的培养在中学阶段，学生由于所掌握的词汇量有限，且基础知识不牢固，在写作中经常会出现各种各样的缺点、毛病。从近年来高考卷面上书面表达反映出来的情况来看,有的是显性的，如词汇量少，语法不熟，书写动作慢和不正确, 甚至出现中国式的英语句子；有的则是隐性的，如思维逻辑性差，缺乏条理性，审题能力差，缺乏联想性的整体构思和表达技能等。教师如果一开始就搞命题作文，难度太大，挫伤学生的积极性，就会事倍功半。教育部颁布的普通高中英语课程标准中明确要求, 高中英语应“逐步培养学生用英语进行思维和表达的能力” 。因此, 笔者认为写作能力的培养应由浅入深逐

2、层推进，形成一种“由易到难、由简到繁、循序渐进”的训练模式。一句型训练 句型训练起一种化繁为简的作用。将句型作为一个支撑点，把语法规则，词汇搭配，课文语言要点都包罗在内，一旦操练熟之后，学生会感到英语并不复杂。教师可从词法、句法知识入手，结合课文中的重点句子、词汇短语及各单元的checkpoint，让学生造句或英译，先练好间单句的五种基本句型，再进行复合句训练。高考书面表达的评分标准要求学生能“应用较多的语法或较复杂的结构” “具备较强的语言运用能力”所以有必要提高学生用复句或复杂句式作文的能力。比如结合口语，用接龙游戏操练。例1、条件状语从句的操练S1:Tree is a plant fro

3、m which people get wood.Whats wood?S2:Wood is a useful material that can be made into paper.Whats paper?S3:Paper is a thing that can be made into newspaper.Whats newspaper?S4:Newspaper is a publication from which we get information about the world.例2、目的状语从句的操练S1:I get up early so that I can go to sc

4、hool on time.S2:I go to school on time so that I can improve my English.S3:I spend more time reading so that I can improve my English.S4:I want t improve my English so that I can communicate with theforeigner freely.另外，句型训练与情景创造不能分开。否则就会与教学目的背道而驰。如教师可用话语创造情景，让学生训练。例如：条件状语从句的操练T: What shall we do, if

5、 we are on vocation?S1:If we are on vocation, we shall go to the countryside.S2:If we go to the countryside, we shall go to my uncles farm.S3:If we go to my uncles farm, we shall see the beautiful pigs. 这种连锁式操练既练了句法，又练了思维。 教师还可以让学生做笔头练习，把简单句变成复杂句。例1：单句变复句：He got up late this morning. He was late for

6、 school.变为1Because he got up late this morning, he was late for school.2He got up late this morning, so he was late for school.3The reason why he was late for school was that he got up late this morning.例2：简单句变复杂句（将简单句变为感叹句、强调句、倒装句或非谓语动词等复杂结构）：例如：Its hot today.变为1 What a hot day (it is) today! 2How

7、hot it is today! 3So hot a day is it that we have to stay at home.4It being hot, we have to stay at home. 通过训练，使学生将复杂的语法结构输出转化为自觉行为，句子因此变得规范、地道、流畅，语言应用能力也逐步提高。二语篇训练随着学生对句型结构、语法系统的掌握和语言表达能力的提高，教师应适时引导学生进行语篇训练，培养学生整体构思能力。写作心理活动的核心是联想性的构思。联想性构思过程的基本模式象树木的生长。写作的主题犹如树干，从主题出发进行纵横上下的联想，就可逐渐发展为根深叶茂、枝杈交错、花果累

8、累的文章。1联句成文：在授完课文之后，教师可设计关键词或，让学生复述并写下课文内容。也可根据课文主要内容设置问题，让学生把答案串成语篇，同时引导学生正确使用下面几种连词，使句子自然衔接，上下连贯. （1）顺序连接词：first, second, next, last, then, later,afterwards, before, finally （2）因果连接词：because, so, thus, since, as a result, for, now that （3）对比连接词：but, however, on the contrary, on the other hand, hand

9、,though, otherwise, yet, in spite of, while （4）补充连接词：also, and, another, besides, In addition, moreover, whats more （5）列举连接词：for example, for instance, such as, like （6）时间连接词：when, before, after, during, once, until, in the past（7）方位连接词：in front of, in the middle of, on top of, at the foot of, befor

10、e, behind, below, beyond, above, to the left （8）结论连接词：in ones opinion, in short, on the whole,generally speaking, therefore, after all 例如：在授完课文Madame Curie之后，让学生回答问题，并引导学生正确运用连接词，将答语串成以下文段。Madame Curie was born in Poland in 1867. When she was young, she became interested in physics. In 1891, she wen

11、t to study in Paris because at that time women were not admitted to universities in Poland. When she was studying in Paris, she lived a poor life, but she worked very hard. In 1895, she married Pierre Curie, and then they worked together on the research into radioactive matter. They discovered two k

12、inds of radioactive matter - polonium and radium. As a result of it, she and her husband received a Nobel Prize for Physics in 1903. After Mr Curie died in 1906, she went on with her research and received a second Nobel Prize for Chemistry in 1911. So she became the first scientist in the world to w

13、in two Nobel Prizes.2改写或对话：缩写：给学生以第一人称或第三人称改写教材出现的对话内容。一篇小故事、小记叙文等，或用教材出现的对话、课文内容，让学生加以改写。如改变文中动词的人称、时态和语态。还可以让学生将学过的课文缩写，压缩到指定词数。 3写周记：以培养学生动笔的习惯。对学生的周记一般是一周一收，全批全改，学生在周记中出现的问题和不足应给予及时的纠正，对学生在周记中表现出的想法或思想要给予及时的书面 反馈。4材料作文和图片作文：材料作文和图片作文是高考书面表达主要的设题形式。教师要指导、帮助学生学会分析所给材料或图片，学会审题，整理思路。 。教师还要合理选择材料，注意从

14、易到难，循序渐进。最忌讳的是一开始就给学生出一个很难的题目，让学生苦思苦想地去“憋”作文。这样既浪费时间，学生的写作错误又会多得不胜纠正。同时还会对英语写作产生畏惧、厌烦情绪，影响对英语的学习兴趣。通过语篇训练，学生对英语句子结构，篇章结构的熟悉会更深刻；对文章题目和内容联系的规律性，上下文联系的规律性的认识会更彻底。教师还应进一步让学生认真研读高考英语书面表达的评分标准，找出进阶策略以提高文章档次。三即第三层的训练：文采的提高。1.文章的整体性 每篇文章都有一个中心思想，其它句子都与中心思想有关，都用来说明、解释这个中心思想，这就是整体性。只有把握文章的整体性，才不至于离题，偏题。这就要求学

15、生在动笔之前要认真阅读材料或图画、图表，再写好提纲或打好腹稿，分析文章的脉络条理，观点是什么，分几个层次展开，用什么表达手法等等。只有做到心中有大局，才能保证不偏题、不跑题。另外，整体性还包括人称、时态、语言的一致等。2发挥起始句和结束句的作用起始句在文章中的作用举足轻重，高考范文的开头多采用直陈式，如：It was 7:15 on the morning of February 8,2000.I was walking along Park Road towards the east (NMET00); Today we visited a farm.(NMET98); Opinions a

16、re pided on the question. (NMET02)这种方法开门见山，可以控制无效文字，在字数限制内完成要点的表达。 文章的结束语可采用自然式，如：At 4 cclock, we said goodbye and set off for home. (NMET92);展望式，如：I hope you come and see for yourself some day. (NMET99);归纳、评价式，如：As far as I know, everyone is happy about this new arrangement of things. (NMET01)好的结束语有画龙点睛的作用。3复杂句式及高级词汇的合理运用能否运用复杂句式和高级词汇是影响文章档次的显著因素。所以要培养学生运用复杂句式，把单句合并成复句，把简单句变成复杂句