提高英语写作能力策略【论提高普高学生英语写作能力之策略】
时间：2019-02-12 03:26:53 来源：雅意学习网 本文已影响 人 
高考英语试卷第二卷由短文改错和书面表达组成，尽管形式不同，但都是从各个不同侧面来考查学生的写作能力，而且分值占总分23%还多。从我多年的教学实践及高考结果来看，农村普高的学生在第二卷上得分率远低于来自重点中学的学生。因此，在普高学生中注意培养学生的英语写作能力显得尤其重要。考虑到普高学生的实际情况，我认为提高学生的写作能力应渗透到平时教学的每一个环节，循序渐进进行训练。
一、加强听、说练习
从孩子学母语的过程中，我们可以得到这样的启发：一个对语言一无所知的幼儿，在学说话时，大人总是用短的、简单的、语法正确的句子，并根据孩子的反应调整自己的话语。如果孩子不作回答或回答得不得体时，大人会重复一遍或换个表达方式，或用动作解释自己话语的意思，其目的是尽量输入可理解性的语言。在这个过程中，孩子通过大量的“听―模仿―说”的训练后，慢慢感知语言，并且用学到的语言来表达自己的思想。所以平时授课时教师应尽量用英语组织教学，让自然地道的语言与规范得体的语句给学生先留下第一印象。同时师生的交谈，小组讨论，编写对话，表演对话，都能帮助学生提高和丰富口头表达能力，有助于学生积累大量近似书面语的结构和措辞，为写作奠定基础。
二、结合阅读，练写作
阅读与写作是密不可分的。写的过程实际上是模拟读者阅读的过程。因为读者在阅读的过程中必须揣摩作者的写作意图，扮演写作者的角色来进行表达。因此，教师在上阅读课时，应把课文分析作为教学的一个重要组成部分。平时有意识地将每一篇课文的写作技巧点拨一下，学生便会心领神会。同时要求学生给课文分段，用英语概括段落大意，用一句话概括整篇文章的中心，等课文学完之后，要求学生根据作者的观点、文章内容，写文章的摘要，并限定字数，这样有利于学生运用课文中的重点词汇、短语、句型模仿作者的写作方法进行正确的表达。
三、抓好基本功训练，提高句子档次
英语书面表达能力的提高并非是一蹴而成的，必须经过量变到质变的过程，它必须由浅人深、由简到繁、循序渐进、一环紧扣一环地进行训练。特别是普高，学生的英语水平普遍很低，教师在平时教学中更应注重抓基本功训练，严格要求学生正确、端正、熟练地书写好字母和句子，注意大小写和标点符号。进行组词造句、组句成段练习时，要求学生写出最简单的短句，为以后英语书面表达打好扎实的基础。到了高三就可以进行较高级句子训练了。那么，怎样训练写出好句子呢？
1.多使用高级词汇
例如：句（1）Because the weather was good,their journey was comfortable.
改为：Thanks to good weather, their journey was comfortable.
句（2）Suddenly she thought out a good idea.
改为：A good idea occurred to her.
句（3）When Mr Li spoke,he became more and more excited.
改为： The more Mr Li spoke,the more excited he became.
2.多使用一些主从复合句来代替简单句，可以使书面表达行文更加丰富多彩。
例如：句（1）I had to go home.
改为：All I could do was go home.
句（2）The meal was very nice, and children all enjoyed it very much.
改为：The meal was so nice that children all enjoyed it very much.
句（3）We studied Chinese, maths, English, physics,chemistry and computer at school.
改为：The main subjects we studied at school included Chinese,maths,English,physics,chemistry and computer.
3.改变句子开头方式，不要一味地都是主语开头，接着是谓语、宾语，最后再在句末加上一个状语。我们可以适当地把一些成分提到句子的开头，使整个句子读起来有点起伏感，增加书面表达的表现力。
句（1）Children met at the school gate and went there together early in the morning.
改为：Early in the morning children met at the school gate and went there together.
句（2）The mid-woman pointed to a policeman not far away and said,“He stopped us an hour ago and told us to catch another offender.”
改为：Pointing to a policeman not far away, the mid-woman explained,“He stopped us an hour ago and made us catch another offender.”
4.通过合句，将意义相关的几个句子用一定的连接方式连接起来，或通过紧缩，去掉一些多余的成分，避免冗长累赘、松散无力，以增强句子的连贯性，达到更好的表现效果。如：
句（1）They had a short rest.Then they began to play happily. They sang and danced. Some told stories. Some played chess.
改为：After a short rest, they had great fun singing and dancing, telling jokes and playing chess.
句（2）Now Zhang Zhuang Primary School has two teachers. They teach 45 pupils.
改为：Now Zhang Zhuang Primary School has two teachers and 45 pupils.
句（3）My sister was riding the bike and I sat on the seat behind her.
改为：My sister was riding the bike with me sitting on the seat behind.
5.在整篇文章众多的主谓宾句子结构中，可适当地打破常规，用一些倒装句、强调句或感叹句，为意思的表达增添一点新意。如：
句（1）My parents praised the dog warmly.It had saved my little brother bravely.
改为：My parents praised the dog warmly. It was our brave dog who had saved my little brother.
句（2）The boss of the farm showed us around. We were glad to see the crops and vegetables growing very well.
改为：The boss of the farm showed us around. How glad we were to see the crops and vegetables growing so well!
四、 模仿实战，限时训练
训练时当场发题，限时交卷，促使学生短时间内接受信息，快速理解信息，迅速表达信息，提高实际应用和应试能力。课堂上布置写作任务课后完成，不利于训练学生快速反应与实战能力。只有当堂训练，才能让学生明白高考书面表达题必须在规定的时间内按要求完成，切忌任意发挥。动笔写作前和写作中一定要注意做到：先读提示审题意，弄清要点与格式；注意时态和语态，前后呼应要一致；注意句子结构和搭配，应用英语符合语言习惯。训练时间前期可多点，逐渐缩短，到后期必须做到25分钟内完成。
五、范例引路
学生在进行书面表达训练时，教师应提供各种各样的范文，讲明各种文体的要求，并给予必要的提示。范文在格式、内容要点、语法修辞与语言习惯上给学生以导向。此外，教师要指导用多种方式表达同一要点，不要拘泥某一种方式，以求文章生动耐看。学生经过比较规范的答卷和自己的作业，可初步衡量出自己的答题的准确度，找出差距，及时查出作业中的毛病。要教会学生根据不同体裁选择适当的行文方式。常见较易掌握具有代表性的行文方式有：（一）段落组织式：先给出主题句，然后找一些支持主题句的句子来进行阐述或论证。如：People in the future will be able to enjoy a longer and healther life and remain active even in old age.People now are paying more attention to the importance of a healthy diet and an active life. They are careful about what they eat and exercise regularly.Advances in medical science also allow us to deal with new diseases, such as SARS. Some diseases,for example smallpox,have already been successfully defeated.(SB2,Unit6) (二)时间顺序式：即根据时间先后顺序来描写事物，多用于叙事。如：When we have given first aid, we should put the person in the recovery position. Here is how it is done:
1Roll the person onto one side. Keep the legs straight.
2Place the hand of the person’s upper arm under his or her chin.
3Bend the person’s leg so that he or she will not roll over. We should stay with the person and wait for the ambulance.(SB2,Unit8)（三）承接顺序式：多用来描写动作，按顺序展开。如：The next moment the first wave swept her down, swallowing the garden. Jeff dagged her towards the house.Everything went so fast, she couldn’t think. Before they reached the house, a new great wave came, sweeping down trees, and sweeping them down too. They both went down under water.(SB1,Unit4)（四）空间顺序式：多用来描写地理位置。如：New Zealand is an island that lies off the eastern coast of Australia. It is made up of two large islands:North Island and South Island. New Zealand is surrounded by the Pacific Ocean to the north and east, and the Tasman Sea to the south and west.(SB1,Unit18)
六、 及时讲评
落实讲评，及时反馈信息，是提高学生书面表达能力不可缺少的一项工作。具体做法如下：
1.如果时间紧，则抽查部分学生的习作，重点抽查中下水平的学生的习作，采用个人当面批改的形式，争取全面丰收。
2.批阅过程中，认真记录习作中存在的带有普遍性和典型性的错误 讲评课时印发给学生讨论修改，然后教师发表见解。要求学生对照自己的习作，将错题收集到各人错题笔记本里去，以便借鉴查阅。
3.将较好的习作张贴出来，或讲评时读给全班学生听，给予鼓励。
经过这样的长期训练，学生在写书面表达时使用语言就会丰富、地道、流畅，写作就会得心应手，在普高学生中普遍存在的不知如何下笔，或下笔就是汉语式文体的弊端也就自然克服掉了。按照以上所述策略进行长期训练，我们完全有信心有能力在高考英语写作题上赶上甚至超过重点中学的学生得高分。
