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高中英语作文结构

高中英语作文结构
高中英语作文结构

高中英语作文结构

新课程标准》明确指出:“高中英语课程应强调在进一步发展学生综合语言运用能力的基础上,着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,特别注重提高学生用英语进行思维和表达的能力。”并且给出了对学生作文进行评价的评价标准,不仅要求学生能按要求写出内容要点,很好地完成试题规定的任务,而且要求“语言结构和词汇选用恰当、丰富;语言错误极少;有效采用不同连接手段,层次清楚;格式和语域恰当;完全达到与目标读者交流的目的。”这就对高中英语写作提出了新的、更高的要求:要求学生有足够的词汇量,能正确地运用语法,有良好的逻辑思维能力,遣词造句能力等等。同时,提高学生英语写作能力也成了英语教学中的一项艰巨任务。如何完

成这一任务是摆在每个英语教师面前的一个课题。

应做好以下工作。

一丰富学生词汇量,培养学生遣词造句的能力

地渗透到课堂教学中去。其步骤第一,针对高一新生,可先介绍简单句的五个基本句型及存在句句型,即:S+V;S +V+O;S+V+O1+O2;S+V+O+OC;S+link-v+P;There be+S+…几乎所有的英语句型都是这些句型扩大、延伸或变化而来,如果学生能够掌握这些句型,并运用自如,就为后面的复合句和非谓语动词的学习奠定了基础。不过,同时也要注意动词时态的引入。第二,加强时态练习,训练学生正确使用动词形式。

英语句子中必有谓语(口语语句除外),谓语必涉及时态,而汉语语句中的动词没有时态变化,两种语言在这一点上的差异,也许就是导致中国学生认为英语时态难以掌握的原因之一。在学生作文中,时态错误率是比较高的,因此加强时态练习显得非常重要。有了这两个语法支撑点,其他语法就可根据教材逐层展开,逐渐渗透。

三依托教材多形式地训练

新课标教材的内容、题材和体裁丰富多彩,学生课文中有人物传记、剧本、科普文章、英美国家概况等,这些不仅开拓了学生视野,也为学生写作提供了写作素材和模板,在学习完一个单元后教师可根据不同内容对学生进行相应的训练,如复述课文、缩写课文、续写课文、扩写课文或改写课文等,还可模仿课文仿写。我个人体会改写和仿写是写作训练的好形式。在授完课文Friendship、Nelson Mandela——a modern hero、Women of Achievement、Great Scientists等课文之后要求学生自命题写一篇人物介绍,我只要求,“Tell me a person who you love best or admire best,please!”在学完The Million Pound Bank Note之后,要求学生把剧本改写为故事,以第三人称的口吻“Retell the story”,在布置这些任务时,我一定提醒他们注意动作发生的时间,使用正确的时态,尽量使用课文中的句型和高级词汇;在学完课文Canada——“the True North”、The United Kingdom之后学生先后两次仿照课文介绍自己的家乡。在训练过程中,我发现这种练习有助于学生巩固课文内容,提高运用词汇和句型、遣词造句的能力,而且表达能力也有明显的提高。

四扩大阅读量,熟记习惯表达法

俗话说:“读书破万卷,下笔如有神”

Chinglish,影响文章质量。

五专题训练,直通高考

1.审题

2

的综合能力,既要有丰富的词汇、坚实的语法基础,还要有较强的逻辑思维能力,作为教师,要不断探索有效的教学方法,提高写作教学水平。

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