Transcript 如何有效进行高中英语写作教学

鹰潭市田家炳中学
高级教师 方铮
一、英语写作教学的改革目的
（1）促进学生主动学习，提高学生学习
写作的兴趣和参与度，让各类学生都能
亲身经历合作学习和知识构建的过程。
（2）更新写作教学观念，优化写作教学
过程，促进学生有效的学习。
二、具体做法：
（一）、以课文内容指导书面表达
（二）、注重写作教学的基本训练与简单句型的练习
（三）、培养学生写作训练的规范化
（四）、注重指导写作过程
（五）、抓住教学环境的制约因素
（一）、以课文内容指导书面表达
注重课文整体及段落的表达方法和
技巧的教学，帮助学生分析、体会课文整体
结构的谋篇及段落展开的方式，来开拓学生
的写作思路
（二）、注重写作教学的基本训练
与简单句型的练习
• 英语短文写得好，关键在单句。单句要写得
好，句型、时态、语法的综合运用是关键。
• 英语中的时态和语态的变化是有规律的。
• 学生只要记住了时态和语态的基本定义、基本形
式和标志，再辅之以大量的相关练习，就能随心
所欲地运用。
• 英语属于结构语言，它有自己的基本句型、固定
搭配、固定短语等。着重抓住五个基本句型：
（1）S+V （2）S+V+O （3）S+V+P（4）
S+V+INO+DO （5）S+V+O+OC以及一个
“there be”句型的练习。
•
加强句型教学，进行句子分析。
汉语里同一句话，英语中可以用不同的方式表达。
例如：“他们努力去完成这项任务” 可翻译为：
• They tried their best to finish the work. (简单句)
• They did their best to finish the work. (简单句)
• They attempted to finish the work. (简单句)
• They did what they could to finish the work. (复合句)
• They did everything they could to finish the work. (复合句)
例如：“他太累了，不能继续前进。”可翻译为：
• He was too tired to walk any farther. (简单句)
• He was so tired that he couldn’t walk any farther. (复合句)
• He was too tired, so he couldn’t walk any farther. (并列句)
• Since he was too tired, he couldn’t walk any farther. (复合句
)
• Tired as he was, he couldn’t walk any farther. (复合句)
中学阶段，常见的句型改写或转换有以下几个类型：
1. 不定式短语与从句间的改写。例如：
Now the question is how to raise enough money.
→ Now the question is how we can raise enough money.
2. 动名词短语与从句间的改写。例如：
I suggest leaving early for the airport.
→ I suggest we (should) leave early for the airport.
3. 分词短语与从句间的改写。例如：
Are you in favor of the suggestion put forward by
Peter?
→ Are you in favor of the suggestion Peter put forward?
→ Are you in favor of the suggestion which was put
forward by Peter?
4.其他短语与从句间的改写。例如：
Mary, a girl of strong character, refused to
answer this question.
→ Mary, who was a girl of strong character,
refused to answer this question.
5.同义句式间的改写。 例如：
Tom is clever. He is also hard-working.
→ Tom is both clever and hard-working.
→ Tom is not only clever but also hard-working.
下面就这方面介绍几种方法：
1．由简单句到并列句，实现基本扩展
Tom is our monitor now. He came to our
school last year.
→ Tom came to our school last year and
he is our monitor.(把意义松散的两个句子
合为一体，句意连贯性更强了)
→ Tom came to our school last year; he is
our monitor now(通过标点符号也能达到
异曲同工之效)
2．由简单句到复合句，实现过渡扩展
例如：The meeting came to an end.
我们试加一个定语从句：The meeting that
they held in our classroom came to an
end.
我们试加一个状语从句：When we arrived,
the meeting came to an end.
或：The meeting came to an end though it
was still early.
或： Before I could speak anything, the
meeting came to an end.
3、着意添加成分，实现高级扩展
• 我们以“他上学来晚了”为中心句，便可尝试添
加附加信息：他昨晚熬夜了；他没赶上车。
He stayed up last night, so he came to
school late.
• He came to school late because he stayed
up late last night.
• He missed the bus, so he came to school
late.
4． 运用修辞手段，实现自由扩展
并列：and, as well as, also, both….and等；
选择：or, either…or, neither...nor, otherwise 等；
原因：because, for, as, since, owing to, due to 等；
结果：so, therefore, thus, as a result 等；
时间：when, before, later, first, and then, next 等；
比较：on the contrary, for another thing 等；
转折：but, yet, however, although, in spite of 等；
递进：besides, even, what’s more, in addition等；
举例：for example, such as, like, namely 等；
总结：in short, in general, in a word, to sum up等。
例如：
Tom saw a bird. The bird was wounded.
He took the bird to the zoo. The workers
in the zoo praised him. He arrived home
late. He was happy.
– Tom saw a wounded bird, so he took the zoo.
The workers in the zoo praised him. Though
he came home late, he was happy.
On the way home, Tom, our monitor, saw a
wounded bird that seemed to be dying.
Without the slightest hesitation, he took
the bird to the zoo nearby as soon as
possible. Having known what had
happened, all the workers in the zoo praised
Tom for his deep love for birds .Tom didn’t
go home until the bird was saved and
treated properly in the zoo. It was very late
when he arrived home, but he was happy
indeed.
（三）、 培养学生写作训练的规范化
1. 规范语言，克服汉式表达
2. 规范表达训练清楚
3. 限时表达
（ 四）、注重指导写作过程
指导学生：审题----搜集信息----撰写 草
稿----修改错误----定稿----认真誊写
1. 审题
审题是写作中的一个非常重要的环节。
2. 搜集信息
在平时的练习中教师可以用“头脑风暴
法（brainstorm）”来搜集有用的信息及
表达方式，注意思考使用已经学习过，且
掌握的很牢固的句式，有助于避免出现汉
式英语。
3. 撰写草稿
4. 修改错误
5. 定稿
6. 认真誊写
（五）、抓住教学环境的制约因素
1.处理好批改与讲评的关系
点评可采用下列方法：
⑴个人写，同桌点评
⑵集体写，老师点评
⑶借助多媒体手段，师生共同点评
2.教师的指导
（六）、写作教学小结
1、要有专门的写作教学计划。
2、要坚持循序渐进的原则。
3、把写同听说读结合起来训练。
4、指导学生熟读背诵精彩文段。
5、培养学生积极主动地用英语写作的习惯。
6、注意把基本训练与开放作文相结合。
7、批改方式要灵活多样，鼓励最为重要。