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 from which people get wood.What’s wood?
S2:Wood is a useful material that can be made into paper.What’s paper?
S3:Paper is a thing that can be made into newspaper.What’s 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 school 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 the
foreigner 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 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 uncle’s farm.
S3:If we go to my uncle’s 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 school.变为
1．Because he got up late this morning, he was late for school.
2．He got up late this morning, so he was late for school.
3．The 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：It’s hot today.变为
1． What a hot day (it is) today!
2．How hot it is today!
3．So hot a day is it that we have to stay at home.
4．It 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,though, otherwise, yet, in spite of, while …
（4）补充连接词：also, and, another, besides, In addition, moreover, what’s 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, before, behind, below, beyond, above, to the left …
（8）结论连接词：in one’s 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 went 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 kinds 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 win 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。

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