英语（心得）之高中英语应加强写作能力的培养

英语论文之高中英语应加强写作能力的培养 <br />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&ldquo;逐步培养学生用英语进行思维和表达的能力&rdquo; 。因此, 笔者认为写作能力的培养应由浅入深逐层推进，形成一种&ldquo;由易到难、由简到繁、循序渐进&rdquo;的训练模式。 <br />一．句型训练 <br />    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&ldquo;应用较多的语法或较复杂的结构&rdquo; &ldquo;具备较强的语言运用能力&rdquo;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。 <br />例1、条件状语从句的操练 <br />S1:Tree is a plant from which people get wood.What’s wood? <br />S2:Wood is a useful material that can be made into paper.What’s paper? <br />S3:Paper is a thing that can be made into newspaper.What’s newspaper? <br />S4:Newspaper is a publication from which we get information about the world. <br />例2、目的状语从句的操练 <br />S1:I get up early so that I can go to school on time. <br />S2:I go to school on time so that I can improve my English. <br />S3:I spend more time reading so that I can improve my English. <br />S4:I want t improve my English so that I can communicate with the <br />foreigner freely. <br />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。 <br />例如：条件状语从句的操练 <br />T: What shall we do, if we are on vocation? <br />S1:If we are on vocation, we shall go to the countryside. <br />S2:If we go to the countryside, we shall go to my uncle’s farm. <br />S3:If we go to my uncle’s farm, we shall see the beautiful pigs. <br />    这种连锁式操练既练了句法，又练了思维。 <br />    教师还可以让学生做笔头练习，把简单句变成复杂句。 <br />例1：单句变复句： <br />He got up late this morning. He was late for school.变为 <br />1．Because he got up late this morning, he was late for school. <br />2．He got up late this morning, so he was late for school. <br />3．The reason why he was late for school was that he got up late this morning. <br />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）： <br />例如：It’s hot today.变为 <br />1． What a hot day (it is) today! <br />2．How hot it is today! <br />3．So hot a day is it that we have to stay at home. <br />4．It being hot, we have to stay at home. <br />    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。 <br />二．语篇训练 <br />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...