如何提高英语书面表达能力

李政东

高三英语复习的过程中,应如何指导学生的写作训练,使学生的书面表达再上一个新台阶呢?我认为可以从以下几个方面着手:

一、指导学生在写作的过程中大胆使用较高级的词汇和语法结构

不少同学在写作的过程中,为了稳妥起见,往往采取保守或回避的态度,采用一些自己最熟悉的、最有把握的简单词和表达方式,缺乏使用高级词汇和语法的意识,写出来的文章基本上都是千篇一律的简单乏味的主谓宾句子。这就必然使得文章枯燥乏味,毫无生气。如果能引导学生在书面表达中适当地引用一些高级词汇和语法,一定会增强其书面表达的生动性、趣味性。教师在平时的习作讲评过程中应进行适当的点拨,要求学生若能用短语的就尽量不要用单个词,努力结合高中课本中出现的一些高级词汇进行写作,给别人留下功底扎实、对语言知识运用自如的印象。

1.能运用高级词汇的地方尽量不用一般词汇。

例如:Hes a good (excellent) student.

We saw (witnessed) an accident.

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

2.注意使用词组、习语来代替一些单词,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.采用灵活多样的不同表达方式。

在遇到语意相同之处时,可多采用同义词或近义词,避免重复使用某一单词或短语,以免用词过于重复、单调、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、变换不同的表达方式和采用一定的语法结构

如感叹句、强调句、省略句、非谓语动词、it句型、复合结构和各种从句等。以下是增加句子复杂性的几种常见方法,也是得高分的“亮点”。

1.改变句子的开头方式。

不要一味地都是主语开头,接着是谓语、宾语,最后加一个状语。可以把状语置于句首,或用分词短语作状语等。

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,避免只用一两个句式。

要灵活运用诸如倒装句、感叹句、主从复合句、分词状语等,丰富文章的表达方式。(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引用的短语。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)使用非谓语动词短语。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.通过分句与合句,增强句子的连贯性和表现力。

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、注意用好过渡性的词汇

文章是由句子和段落组成的,因此就文理通顺这一要求而言,应做到脉络清晰、层次分明、文词通顺、内容连贯。应适当地使用关联词,有助于句子与句子之间、段与段之间更为连贯和顺畅,使得文章更加流畅,结构更为严谨,逻辑性更强,更具有可读性。在平时的学习与书面表达的讲评过程中,老师应向学生介绍一些常用的关联词,让学生了解和积累关联词的知识。同时,在书面表达训练的过程中,老师应注意引导学生分析句与句或段与段之间的逻辑关系,让学生学会使用恰当的关联词来进行连接。

总之,英语老师在高三复习阶段要强调学生注意知识的积累,多读、多写、多记句型并掌握词汇的用法,使学生具备扎实的语言基础知识,并注意引导,让学生在平时的书面表达训练过程中,有意识地朝这一方向去努力,坚持不懈。我们完全有理由相信,经过一段时间的强化训练,学生的书面表达能力一定能再上一个新台阶,最终取得良好的写作效果。

(责编 黄 晓)