高中英語寫作教學

高中英語寫作教學

　　引導語：下面是小編整理的關(guān)于高中如何進行英語寫作的教學的內(nèi)容，當然小編的能力有限，所收集的內(nèi)容沒有盡善盡美，但這也是一個大概的模板，僅供參考。

　　如何進行高中英語寫作訓練

　　(一)詞、句、篇

　　要充分地表達自己的思想，掌握足夠的詞匯量是前提，能說出或?qū)懗稣Z法正確、合乎英語表達習慣的句子是目的。

　　1 、詞

　　( 1 )記單詞并不難，因為任何事物都是有規(guī)律的：

　　• eye, see, seek, meet, sleep

　　• look, book,

　　• water, wave, way, wall

　　• line, lie, life, live, long, light

　　• eat, seat, meat, wheat, heat, neat, cheat, beat,

　　• heroine, Family, IM2BZ2CU

　　• two, twice, twins, twenty, between

　　( 2 )用構(gòu)詞法擴大詞匯量

　　• antidisestablishmentarianism

　　• Anti+dis+establish+ment+ary+ian+ism

　　• antibody, antiwar, antifreeze, antismoking,

　　• dislike, disappear, disagree, disadvantage,

　　• movement, agreement, department

　　• revolutionary, primary, ordinary, necessary

　　• Italian, musician, guardian,

　　• Marxism, socialism, communism, tourism

　　( 3 )注意詞匯的翻譯

　　• 看黑板

　　• 看電視/比賽

　　• 看電影/病

　　• 看望某人

　　• 看孩子

　　• 看著點!

　　• 看天氣

　　• 嘗嘗看

　　• 試試看

　　• 看起來高興

　　• look at the blackboard

　　• watch TV/a game

　　• see a movie/a doctor

　　• visit/call on someone

　　• take care of the children

　　• Watch out!

　　• depend on the weather

　　• just taste this

　　• have a try

　　• seem happy

　　2 、句

　　熟悉句子的基本框架結(jié)構(gòu)

　　• 主 + 謂

　　• 主 + 謂 + 賓

　　• 主 + 謂 + 雙賓

　　• 主 + 謂 + 賓 + 賓補

　　• 主 + 連系動詞 + 表

　　例一：主 + 連系動詞 + 表

　　To be

　　He is a student.

　　He is a middle school student.

　　My friend Li Ming is a middle school student.

　　Li Ming, one of my best friends, is a middle school student.

　　Li Ming, who is one of my best friends, is a middle school student.

　　例二： To be considered

　　人物 Yao Ming is considered one of the greatest basketball players in NBA.

　　景點 The Great Wall is considered one of the wonders in the world like the Pyramids.

　　事物 Computer is considered one of the greatest inventions of the last century.

　　例三：句子擴展

　　I go to school. 4

　　Last year I went back to school. 7

　　Last year I went back to school to visit my teachers. 11

　　During Spring Festival I went back to the middle school to visit my former teachers.15

　　During Spring Festival I went back to the middle school where I had studied for 6 years to visit my former teachers.22

　　例四：句子擴展

　　I see a car.

　　The other day, while I was walking along the road, I saw a car running fast.

　　Yesterday morning, when I got to school, I saw many people sitting at the back of the classroom.

　　例五：復合句

　　When I sing, she dances.

　　She dances when I sing.

　　When she dances, I sing.

　　I sing when she dances.

　　If I sing, she will dance.

　　If she dances, I will sing.

　　句子練習 1

　　1 ) We have made some progress.

　　We still have a long way to go.

　　We have made some progress but still have a long way to go.

　　2 ) The house is not big enough for us.

　　It is far from the town.

　　The house is not big enough for us, and further more, it is too far from the town.

　　句子練習 2

　　3 ) The sky was cloudless.

　　The sun was shining brightly.

　　The sky was cloudless with the sun shining brightly.

　　4 ) There were over two hundred passengers on board. About one third of them were foreigners.

　　There were over two hundred passengers on board, about one third of whom were foreigners.

　　句子練習 3

　　5 ) The girl began to learn to play the piano when she was a child.

　　Her mother was a famous pianist.

　　The girl, whose mother was a famous pianist, began to learn to play the piano as a child.

　　3 、篇章寫作

　　英語寫作除了加強詞匯和語法基礎(chǔ)的訓練外，還應(yīng)從語篇入手，讓學生接觸不同類型的體裁，加強學生的體裁意識訓練，以便學生對寫作目的和寫作內(nèi)容的結(jié)構(gòu)有明確認識。

　　如果老師在課上帶著學生一起寫，邊寫邊討論，讓學生理解課文語言的運用，了解英語的文體結(jié)構(gòu)，學生自然就知道寫作的方法，從而逐漸提高寫作興趣和能力。

　　下面給大家介紹一個寫作案例，老師和學生共同寫作，老師在前面用電腦打字，學生們一起說，老師把學生所說的句子依次打出來，再讓學生不斷調(diào)整，修改，添加。下面我們看看整個寫作和修改的過程：

　　Travel by air or by train

　　I like travelling by air. When I travel, I always choose flying. It is faster than by train. Trains are slow and noisy. So I like travelling by air.

　　Travel by air or by train

　　I like travelling by air because it is fast and comfortable. When I travel, I always choose flying. It is much faster than by train. Trains are slow and noisy. So I prefer taking flight to going by train.

　　I like travelling by air because it is fast and comfortable. Taking a trip from Beijing to Guangzhou for example, it takes only 3 hours by air while if I travel by train, it takes 13 hours. Train travel is almost always slower than flying. Sometimes trains make unexpected stops to allow other trains to pass. What's more, You can't go to sleep with the noise. Most airlines have meal service and they offer drinks with several options to choose.

　　So I prefer taking flight to going by train.

　　對比范文：

　　When we go on a trip, we will be faced with the choice of traveling by train or by plane. As for me, I would like travelling by train.

　　First of all, the railway station is not as far as the airport so it is easy and quickly to get there by bus or taxi. Second, in a train we can enjoy the beautiful scenery of the countryside. While in a plane we can only view some clouds. What's more, a train ticker is cheap so most of us can afford it. However, a plane ticket is about twice as expensive as a train ticket. Besides, it is safer to travel by train. If the train gets some trouble, we survive by jumping out of it. On the contrary, if we travel by plane, we have to ask God to bless us. However, it takes us longer time to travel by train than by plane.

　　Therefore, it depends on which transportation tool we should choose. If we just want to save money, we will travel by train. But if we want to save time, we will turn to the plane.

　　除了老師和學生共同寫作外，還可以讓幾個擅長寫作的學生到黑板上去即時作文，其他學生可以一邊寫，一邊參考借鑒，然后全班當場分析，指出優(yōu)點，點出不足。這種做法可以課堂氣氛活躍，體驗過程寫作，減少出現(xiàn)的錯誤，掌握寫作技巧。

　　在培養(yǎng)學生語言提升方面，我們可以怎樣做呢?

　　在展示范文中，有意識地讓學生總結(jié)劃出好詞好句，或者讓學生加入新鮮的詞匯或句型，使學生敢于評價范文、超越范文。 還可以鼓勵學生從高一開始準備一個積累本，從課文中、課外閱讀中收集好詞好句，每周定期交流分享。 Eg. The picture reminds me of a common social phenomenon that… “對......有害”： be bad for/do harm to/ be harmful to/ have bad effects on…

　　三、高中英語寫作教學設(shè)計

　　下面是我們要講的第三個問題，寫作課的教學模式有哪些?我們結(jié)合高中英語寫作教學給大家介紹幾個寫作教學設(shè)計案例。

　　這里想讓聽課的老師們停一下，給大家 5 分鐘的時間相互討論一下自己在教學中常用的方法，并記錄下來。

　　下面來對比一下你的方法和下面的模式一樣嗎?

　　傳統(tǒng)寫作教學模式：給出題目 —— 提出要求 —— 課上完成 —— 教師批改。這幾個環(huán)節(jié)都是由教師決定的，寫作教學內(nèi)容或話題由教師決定后強加給學生，以致無法激發(fā)學生的表達欲望和興趣。寫作要求也是教師提出來到，在教學中較少關(guān)注情感因素對寫的激勵、促進作用;教師只給學生有限的時間，教師批改后僅僅給個分數(shù)使學生不知道如何改進。練來練去，就這幾種形式，久而久之學生對寫作失去興趣。教師們對學生失望的同時，很少考慮學生為什么寫不出寫不好。

　　還有的老師只是讓大家背誦范文。結(jié)果學生還是不知道如何去寫，因為不知道一篇好文章是怎樣寫出來的。所以如果只是單純讓學生閱讀課文、背誦范文，而沒有理解文章的意思，自然很難應(yīng)用課文和范文中學到的語言表達信息。因此我們提倡的寫作模式是過程寫作法。

　　新課程下的過程寫作法倡導在完成寫作過程中，教師使用多種活動和練習形式來組織寫作教學，把寫作與聽、讀、說以及語言知識的教學有機結(jié)合起來，讓學生創(chuàng)造性地運用所學語言進行書面表達或解決問題。利用頭腦風暴讓學生有話可寫，通過小組合作獲取寫作資源，培養(yǎng)寫作情感和策略，寫后讓學生自我評價和同伴評價，把學習的主動權(quán)交給學生。學生在寫作活動中的積極參與和互動，從而使寫作活動更具交際性，有利于提高學生寫作的積極性。

　　這里給大家介紹楊生棟老師寫的一篇文章 《美國學生寫作課帶給我們的思考》

　　美國的學生上作文課和中國有很多不同之處，其中有一條就是不要求學生當堂完成寫作任務(wù)，他們可以到圖書館查資料，可以實地調(diào)查訪問，給學生充分思考和準備的余地。作文命題也很廣，關(guān)注人生，關(guān)注學生未來的發(fā)展，與社會和現(xiàn)實生活聯(lián)系緊密，并且追求真實和實用。相反，中國的學生要按寫作要求行文，如所寫內(nèi)容必須在話題范圍之內(nèi)，不能超出話題，不得抄襲，字數(shù)不少于 60 字，但也不能超出太多等等。

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