高一年级英语书面表达训练-凯发k8官网

度日制高级中学英语教学大纲》明确地规定：“高级中学英语教学的目的，是在义务教育初中英语教学 的基础上，巩固扩大学生的基础知识，发展听、说、读、写的基本技能，培养在口头上和书面上初步运用英语 进行交际的能力，……”书面表达就是在卷面上体现语言交际能力的一种重要形式。因此，在高中一年级就应 该开展书面表达训练。而不是为了应付高考，在高三时才开展书面表达训练，到那时就会有一种“为时太晚、力不从心”的感觉了。 

　　新编高中教材（以下简称新教材）编写的体系帮助我们摆脱了以往的困境，大大有利于全面培养学生听、 说、读、写英语的四种技能。新教材从第一册开始就编排了大量的书面表达训练，这些训练由浅入深分三个层 次推进，形成了一种“由易到难、由简到繁、循序渐进”的训练模式。 

　　一、对于第一层次的训练，除了教科书里的大量的填空练习以外，还可采用： 

　　（一）句型训练。写作训练从词法、句法知识入手，结合课本里的重点单词、短语，进行五种基本句型的 造句练习。例如：
　　1.s v→the first world ¹ broke out in 1914.
　　2.s v o→we're ² a happy life.
　　3.s v p→the ³ tastes terrible.
　　4.s v o(i) o(d)→mr brown will give us a talk this aftern-oon.
　　5.s v o c→we should make our classroom clean and tidy. 

　　（二）改写对话。以第一人称或第三人称的口气讲述并写下每单元第一课的对话内容。例如：〔unit 4 l esson 13（选自学生作业）〕 

　　jane and betty are going on holidays in a few days' time. betty is going off to guangzhou by plane next thursday evening. she is staying with her friend kate klarke. jane is going to xi'an. she's leaving of friday. she's going with her parents. she's going by plane, too. 

　　在这篇改写的短文里，只要在理解原对话的基础上，给主要句子换上一个主语即可。随着学习知识内容的 增加和循序渐进的写作训练，理解主题、抓住要点的阅读能力会逐渐增强，词语、句型的运用能力也会大大的 提高。再如在unit 23 lesson 89里，同样是关于holidays的改写，就能运用学过的知识写出如下的句子：
　　1.mr white ⁴ visiting the town of aswan.
　　2.bob suggests that they visit the high ⁵.
　　3.but mrs white prefers shopping to visiting places. 

　　二、第二层次的训练通常包括： 

　　（一）缩写课文。新教材所选的课文题材广泛，体裁丰富。我们要好好利用这些有利的因素与条件，进行 写作训练。具体做法：先对课文做好充分预习并根据内容找出关键句，从中划出关键词，然后根据关键词来复 述课文，最后把复述的内容写下来。例如：〔unit 21 lesson82，要求：谈谈马克思如何学外语（选自学生作业）〕。 

　　karl marx was born in germany. german was his ⁶ language. when he was young, he had to move on from place to place. in 1849, he went to england and lived there. then he started working hard to improve his english before long, he could write articles in english for an american newspaper. later, he was able to write the book the ⁷ warin france in english. marx began to learn russian in his fifties. at the end of six months he had ⁸ enough russian to read articles and reports. marx set us a good example in ⁹ foreign languages.（画线部分是关键词） 

　　（二）回答问题、联句成文。课本每单元的第二课及exercise 1是这种训练的最好的素材。 

　　（三）仿写与编写。仿写，就是利用已知信息“改头换面”地写一段话。编写，就是根据所阅读的课文， 编写出一段对话。 

　　三、第三层次的写作训练难度较大，通常可采用： 

　　（一）机械写作。常用的应用文如通知、书信等都有其特定的格式。我们要初步了解、掌握这些特定的格 式及写作技巧，读懂具体内容，然后把内容套进特定的格式中去，就是一篇条理清楚的书面表达了。如写通知 ，要掌握：1.通知的对象、地点、时间及要做的事情；2.要注意的事项；3.写上"don’t be late"或"be on ti me."等一类句子。例如： 

　　class 2 and class 3 are going to plant trees on western hills tomorrow. we'll take a bus to go there. please bring lunch and water with you. remember to wear old clothes as we'll do a lot of hard work. we will meet in front of the school gate at nine o'clock. don't be late. 

　　（二）小组作文。这种方法尤其适用于看图写作。做法是同学间按照好、中、差兼顾的原则分成几人一小 组进行讨论并列出英文要点，接着个人分头准备（如每人讲述一、二个要点或一、二幅图）；再经过小组讨论 纠正并加上“启承转合”词、句以联段成文；然后小组之间交换并进行评议，有条件的可进行集体评改。 

　　这种训练方法的优点是：1.“团结作战”能消除畏惧心理；2.开展讨论可促使大家积极参与；3.交换评议 或集体评改有利于互相学习、共同提高。 

　　（三）独立写作。经过一系列的循序渐进的写作练习后，就能对难度适中的材料进行独立审题并限时完成 了。例如：下面是一篇“一件小事”的记叙作文。笔者所教的高一学生根据自己去一家电影院看电影的途中所 经历的一件小事用英语写的一篇作文，词数100左右。 

　　it was saturday evening. after supper, i decided to go to s-ee a film, so i went to the bus stop to take a bus. soon the bus came and i got on it. i had a very good seat. just then, an old woman got on the bus. seeing that there were no spare seats in the bus, i stood up at once and gave my seat to her. she was very pleased. she sat down and thanked me again and again. soon the bus stopped before the guangming cinema. i got off the bus and said good-bye to the old woman. 

　　高一学生能写出这样的书面表达，是令人欣慰的。这是遵循语言学习规律，遵循“由易到难、由简到繁、 循序渐进”这一科学的训练模式的结果，也是新教材编排合理性与科学性的又一证明。 《全日制高级中学英语教学大纲》明确地规定：“高级中学英语教学的目的，是在义务教育初中英语教学 的基础上，巩固扩大学生的基础知识，发展听、说、读、写的基本技能，培养在口头上和书面上初步运用英语 进行交际的能力，……”书面表达就是在卷面上体现语言交际能力的一种重要形式。因此，在高中一年级就应 该开展书面表达训练。而不是为了应付高考，在高三时才开展书面表达训练，到那时就会有一种“为时太晚、力不从心”的感觉了。 

　　新编高中教材（以下简称新教材）编写的体系帮助我们摆脱了以往的困境，大大有利于全面培养学生听、 说、读、写英语的四种技能。新教材从第一册开始就编排了大量的书面表达训练，这些训练由浅入深分三个层 次推进，形成了一种“由易到难、由简到繁、循序渐进”的训练模式。 

　　一、对于第一层次的训练，除了教科书里的大量的填空练习以外，还可采用： 

　　（一）句型训练。写作训练从词法、句法知识入手，结合课本里的重点单词、短语，进行五种基本句型的 造句练习。例如：
　　1.s v→the first world war broke out in 1914.
　　2.s v o→we're leading a happy life.
　　3.s v p→the mixture tastes terrible.
　　4.s v o(i) o(d)→mr brown will give us a talk this aftern-oon.
　　5.s v o c→we should make our classroom clean and tidy. 

　　（二）改写对话。以第一人称或第三人称的口气讲述并写下每单元第一课的对话内容。例如：〔unit 4 l esson 13（选自学生作业）〕 

　　jane and betty are going on holidays in a few days' time. betty is going off to guangzhou by plane next thursday evening. she is staying with her friend kate klarke. jane is going to xi'an. she's leaving of friday. she's going with her parents. she's going by plane, too. 

　　在这篇改写的短文里，只要在理解原对话的基础上，给主要句子换上一个主语即可。随着学习知识内容的 增加和循序渐进的写作训练，理解主题、抓住要点的阅读能力会逐渐增强，词语、句型的运用能力也会大大的 提高。再如在unit 23 lesson 89里，同样是关于holidays的改写，就能运用学过的知识写出如下的句子：
　　1.mr white suggests visiting the town of aswan.
　　2.bob suggests that they visit the high dam.
　　3.but mrs white prefers shopping to visiting places. 

　　二、第二层次的训练通常包括： 

　　（一）缩写课文。新教材所选的课文题材广泛，体裁丰富。我们要好好利用这些有利的因素与条件，进行 写作训练。具体做法：先对课文做好充分预习并根据内容找出关键句，从中划出关键词，然后根据关键词来复 述课文，最后把复述的内容写下来。例如：〔unit 21 lesson82，要求：谈谈马克思如何学外语（选自学生作业）〕。 

　　karl marx was born in germany. german was his native language. when he was young, he had to move on from place to place. in 1849, he went to england and lived there. then he started working hard to improve his english before long, he could write articles in english for an american newspaper. later, he was able to write the book the civil warin france in english. marx began to learn russian in his fifties. at the end of six months he had learned enough russian to read articles and reports. marx set us a good example in learning foreign languages.（画线部分是关键词） 

　　（二）回答问题、联句成文。课本每单元的第二课及exercise 1是这种训练的最好的素材。 

　　（三）仿写与编写。仿写，就是利用已知信息“改头换面”地写一段话。编写，就是根据所阅读的课文， 编写出一段对话。 

　　三、第三层次的写作训练难度较大，通常可采用： 

　　（一）机械写作。常用的应用文如通知、书信等都有其特定的格式。我们要初步了解、掌握这些特定的格 式及写作技巧，读懂具体内容，然后把内容套进特定的格式中去，就是一篇条理清楚的书面表达了。如写通知 ，要掌握：1.通知的对象、地点、时间及要做的事情；2.要注意的事项；3.写上"don’t be late"或"be on ti me."等一类句子。例如： 

　　class 2 and class 3 are going to plant trees on western hills tomorrow. we'll take a bus to go there. please bring lunch and water with you. remember to wear old clothes as we'll do a lot of hard work. we will meet in front of the school gate at nine o'clock. don't be late. 

　　（二）小组作文。这种方法尤其适用于看图写作。做法是同学间按照好、中、差兼顾的原则分成几人一小 组进行讨论并列出英文要点，接着个人分头准备（如每人讲述一、二个要点或一、二幅图）；再经过小组讨论 纠正并加上“启承转合”词、句以联段成文；然后小组之间交换并进行评议，有条件的可进行集体评改。 

　　这种训练方法的优点是：1.“团结作战”能消除畏惧心理；2.开展讨论可促使大家积极参与；3.交换评议 或集体评改有利于互相学习、共同提高。 

　　（三）独立写作。经过一系列的循序渐进的写作练习后，就能对难度适中的材料进行独立审题并限时完成 了。例如：下面是一篇“一件小事”的记叙作文。笔者所教的高一学生根据自己去一家电影院看电影的途中所 经历的一件小事用英语写的一篇作文，词数100左右。 

　　it was saturday evening. after supper, i decided to go to s-ee a film, so i went to the bus stop to take a bus. soon the bus came and i got on it. i had a very good seat. just then, an old woman got on the bus. seeing that there were no spare seats in the bus, i stood up at once and gave my seat to her. she was very pleased. she sat down and thanked me again and again. soon the bus stopped before the guangming cinema. i got off the bus and said good-bye to the old woman. 

　　高一学生能写出这样的书面表达，是令人欣慰的。这是遵循语言学习规律，遵循“由易到难、由简到繁、 循序渐进”这一科学的训练模式的结果，也是新教材编排合理性与科学性的又一证明。

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