李政東

高三英語(yǔ)復(fù)習(xí)的過(guò)程中,應(yīng)如何指導(dǎo)學(xué)生的寫(xiě)作訓(xùn)練,使學(xué)生的書(shū)面表達(dá)再上一個(gè)新臺(tái)階呢?我認(rèn)為可以從以下幾個(gè)方面著手:

一、指導(dǎo)學(xué)生在寫(xiě)作的過(guò)程中大膽使用較高級(jí)的詞匯和語(yǔ)法結(jié)構(gòu)

不少同學(xué)在寫(xiě)作的過(guò)程中,為了穩(wěn)妥起見(jiàn),往往采取保守或回避的態(tài)度,采用一些自己最熟悉的、最有把握的簡(jiǎn)單詞和表達(dá)方式,缺乏使用高級(jí)詞匯和語(yǔ)法的意識(shí),寫(xiě)出來(lái)的文章基本上都是千篇一律的簡(jiǎn)單乏味的主謂賓句子。這就必然使得文章枯燥乏味,毫無(wú)生氣。如果能引導(dǎo)學(xué)生在書(shū)面表達(dá)中適當(dāng)?shù)匾靡恍└呒?jí)詞匯和語(yǔ)法,一定會(huì)增強(qiáng)其書(shū)面表達(dá)的生動(dòng)性、趣味性。教師在平時(shí)的習(xí)作講評(píng)過(guò)程中應(yīng)進(jìn)行適當(dāng)?shù)狞c(diǎn)撥,要求學(xué)生若能用短語(yǔ)的就盡量不要用單個(gè)詞,努力結(jié)合高中課本中出現(xiàn)的一些高級(jí)詞匯進(jìn)行寫(xiě)作,給別人留下功底扎實(shí)、對(duì)語(yǔ)言知識(shí)運(yùn)用自如的印象。

1.能運(yùn)用高級(jí)詞匯的地方盡量不用一般詞匯。

例如:Hes a good (excellent) student.

We saw (witnessed) an accident.

I have no money (cant afford) to buy it.

2.注意使用詞組、習(xí)語(yǔ)來(lái)代替一些單詞,以增加文采。

例如:The meeting yesterday was very important (of great importance).

The bridge was being built (under construction).

I met (ran into) him in the street yesterday.

3.采用靈活多樣的不同表達(dá)方式。

在遇到語(yǔ)意相同之處時(shí),可多采用同義詞或近義詞,避免重復(fù)使用某一單詞或短語(yǔ),以免用詞過(guò)于重復(fù)、單調(diào)、呆板。

例如:I like reading while my brother likes (enjoys) watching television.

There is (stands) a tree in front of the building and on the tree there is (lies) a bird nest.

二、變換不同的表達(dá)方式和采用一定的語(yǔ)法結(jié)構(gòu)

如感嘆句、強(qiáng)調(diào)句、省略句、非謂語(yǔ)動(dòng)詞、it句型、復(fù)合結(jié)構(gòu)和各種從句等。以下是增加句子復(fù)雜性的幾種常見(jiàn)方法,也是得高分的“亮點(diǎn)”。

1.改變句子的開(kāi)頭方式。

不要一味地都是主語(yǔ)開(kāi)頭,接著是謂語(yǔ)、賓語(yǔ),最后加一個(gè)狀語(yǔ)。可以把狀語(yǔ)置于句首,或用分詞短語(yǔ)作狀語(yǔ)等。

例如:We met at the school gate and went there to?鄄gether in the morning.

→Early in the morning we met at the school gate and went there together.

The old man couldnt help crying when he heard the bad news.

→Hearing the bad news, the old man couldnt help crying.

2.在整篇文章中,避免只用一兩個(gè)句式。

要靈活運(yùn)用諸如倒裝句、感嘆句、主從復(fù)合句、分詞狀語(yǔ)等,豐富文章的表達(dá)方式。(1)使用感句。如:Time goes by quickly. →How time flies!/ They were in a hurry. →What a hurry they were in!(2)使用with或without引用的短語(yǔ)。如:He sat in a chair and there was a newspaper in his hand. →He sat in a chair with a newspaper in the hand./He is a hard?鄄working boy. There is a pair of glasses on his nose. →He is a hardworking boy with a pair of glasses on his nose. (3)使用非謂語(yǔ)動(dòng)詞短語(yǔ)。如:As he was satisfied with the result, he decided to go on with a new experiment. →Satisfied with the result, he decided to go on with the experiment./He gave me a phone call as soon as he arrived at Nanning. →Upon ar?鄄riving at Nanning, he gave me a phone call.

3.通過(guò)分句與合句,增強(qiáng)句子的連貫性和表現(xiàn)力。

例如:She talked with the expert. She smiled all the time when she talked with him.

→She talked with the expert, smiling all the time.

We had a short rest. Then we began to play happily. We sang and danced. Some told jokes. Some played chess.

→After a short rest, we had great fun singing and dancing, telling jokes and playing chess.

三、注意用好過(guò)渡性的詞匯

文章是由句子和段落組成的,因此就文理通順這一要求而言,應(yīng)做到脈絡(luò)清晰、層次分明、文詞通順、內(nèi)容連貫。應(yīng)適當(dāng)?shù)厥褂藐P(guān)聯(lián)詞,有助于句子與句子之間、段與段之間更為連貫和順暢,使得文章更加流暢,結(jié)構(gòu)更為嚴(yán)謹(jǐn),邏輯性更強(qiáng),更具有可讀性。在平時(shí)的學(xué)習(xí)與書(shū)面表達(dá)的講評(píng)過(guò)程中,老師應(yīng)向?qū)W生介紹一些常用的關(guān)聯(lián)詞,讓學(xué)生了解和積累關(guān)聯(lián)詞的知識(shí)。同時(shí),在書(shū)面表達(dá)訓(xùn)練的過(guò)程中,老師應(yīng)注意引導(dǎo)學(xué)生分析句與句或段與段之間的邏輯關(guān)系,讓學(xué)生學(xué)會(huì)使用恰當(dāng)?shù)年P(guān)聯(lián)詞來(lái)進(jìn)行連接。

總之,英語(yǔ)老師在高三復(fù)習(xí)階段要強(qiáng)調(diào)學(xué)生注意知識(shí)的積累,多讀、多寫(xiě)、多記句型并掌握詞匯的用法,使學(xué)生具備扎實(shí)的語(yǔ)言基礎(chǔ)知識(shí),并注意引導(dǎo),讓學(xué)生在平時(shí)的書(shū)面表達(dá)訓(xùn)練過(guò)程中,有意識(shí)地朝這一方向去努力,堅(jiān)持不懈。我們完全有理由相信,經(jīng)過(guò)一段時(shí)間的強(qiáng)化訓(xùn)練,學(xué)生的書(shū)面表達(dá)能力一定能再上一個(gè)新臺(tái)階,最終取得良好的寫(xiě)作效果。

(責(zé)編 黃 曉)