如何提高英語書面表達能力

李政東

高三英語復習的過程中,應如何指導學生的寫作訓練,使學生的書面表達再上一個新臺階呢?我認為可以從以下幾個方面著手:

一、指導學生在寫作的過程中大膽使用較高級的詞匯和語法結構

不少同學在寫作的過程中,為了穩妥起見,往往采取保守或回避的態度,采用一些自己最熟悉的、最有把握的簡單詞和表達方式,缺乏使用高級詞匯和語法的意識,寫出來的文章基本上都是千篇一律的簡單乏味的主謂賓句子。這就必然使得文章枯燥乏味,毫無生氣。如果能引導學生在書面表達中適當地引用一些高級詞匯和語法,一定會增強其書面表達的生動性、趣味性。教師在平時的習作講評過程中應進行適當的點撥,要求學生若能用短語的就盡量不要用單個詞,努力結合高中課本中出現的一些高級詞匯進行寫作,給別人留下功底扎實、對語言知識運用自如的印象。

1.能運用高級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、習語來代替一些單詞,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方式。

在遇到語意相同之處時,可多采用同義詞或近義詞,避免重復使用某一單詞或短語,以免用詞過于重復、單調、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、變換不同的表達方式和采用一定的語法結構

如感嘆句、強調句、省略句、非謂語動詞、it句型、復合結構和各種從句等。以下是增加句子復雜性的幾種常見方法,也是得高分的“亮點”。

1.改變句子的開頭方式。

不要一味地都是主語開頭,接著是謂語、賓語,最后加一個狀語。可以把狀語置于句首,或用分詞短語作狀語等。

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,避免只用一兩個句式。

要靈活運用諸如倒裝句、感嘆句、主從復合句、分詞狀語等,豐富文章的表達方式。(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。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)使用非謂語動詞短語。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.通過分句與合句,增強句子的連貫性和表現力。

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,應做到脈絡清晰、層次分明、文詞通順、內容連貫。應適當地使用關聯詞,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,結構更為嚴謹,邏輯性更強,更具有可讀性。在平時的學習與書面表達的講評過程中,老師應向學生介紹一些常用的關聯詞,讓學生了解和積累關聯詞的知識。同時,在書面表達訓練的過程中,老師應注意引導學生分析句與句或段與段之間的邏輯關系,讓學生學會使用恰當的關聯詞來進行連接。

總之,英語老師在高三復習階段要強調學生注意知識的積累,多讀、多寫、多記句型并掌握詞匯的用法,使學生具備扎實的語言基礎知識,并注意引導,讓學生在平時的書面表達訓練過程中,有意識地朝這一方向去努力,堅持不懈。我們完全有理由相信,經過一段時間的強化訓練,學生的書面表達能力一定能再上一個新臺階,最終取得良好的寫作效果。

(責編 黃 曉)