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高考英语书面表达水平提高有效途径论文

高考英语书面表达水平提高有效途径论文
高考英语书面表达水平提高有效途径论文

高考英语书面表达水平提高的有效途径摘要:笔者就高考中学生普遍头痛,老师感觉棘手的写作题,通过分析近年来高考范文提出并论述了高考英语书面表达水平提

高的五种有效途径。

关键词:较高级的词汇较复杂结构简单的修辞手法要点齐全三段式

在nmet试卷中,书面表达是用来测试学生的英语表达能力,看其是否能够运用自己学过的知识和已掌握的写作技巧,进行独立的文字表达。根据《高考英语科说明》,书面表达题目一般是要求学生根据所给的情景或所提供的形式,写一篇100字左右的书面材料。文章要求切中题意,语言准确、得当,条理清楚。从近年来的高考书面表达的成绩来看,整体上讲考生的语言表达能力逐年提高,但也不可否认,不少考生在应试时也存在着这样那样的问题。据此,就如何在高考前较快地提高学生的英语表达能力,本人提出以下建议与同仁们一起切磋。

一、分析高考范文,研读评分说明,确定努力方向

在书面表达训练中,特别是在高考前的强化训练中,教师不但要认真研读考试说明与评分标准掌握高考的最新动态,而且要与学生一起分析、研究近年来的高考范文,通过分析高考范文,学习英语范文的评分说明。让学生找出自己的习作与范文的差距,从而确定目标,明确努力方向。在近年韵教学实践中,笔者发现,只要老师能给以正确地引导,经过一段时间的锻炼,大部分学生,特别是

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间、背景等相关信息,确定写作的人称、时态和语态。 在写作时还要适当地使用一些关联词、过渡句来加工润色,使文章层次清楚、通顺畅达。 这种作文的难点在于要求考生能自己编拟出合适的要点,并且表达上要连贯。 2图表作文要求考生能分析把握该图表要表达的内容,确定主题,然后从图表中归纳出相应要点来写作。 这种作文能有效考查考生的篇章结构组织能力,要求写作具有逻辑性。 3提纲作文要求考生首先将所给出的要点进行组织,按照一定的逻辑顺序用明白、恰当、得体的语言来表达;要尽量消除汉语式的英文表达。 这种作文切忌逐字逐句汉译英,使得文章支离破碎,不忍卒读。 相对来说,这种作文难度相对较小。 4(半)开放性作文要求考生能根据相当简短的提示来写作;或者要求续写一段文字,或者写出你的感想等等。 这种形式为考生张扬个性提供了空间,答案不唯一,淋漓尽致地考查了考生发散思维和创新思维能力。 它还可能包括改写、缩写等其他形式。 近年来不少自主命题省(市)的高考试题有向(半)开放性过渡的趋势。

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这篇书面表达虽然因为一个小硬伤被扣了1分,但是令人惊叹的是满篇的词块,甚至还有些非常高级的词块小编都想不起来用。 那么我们来总结一下,除了书写、布局谋篇,其实在书面表达中,学生对词汇的运用能力,尤其是高级词汇和词块的运用,是影响阅卷老师在非常有限的时间内评分的很重要的一个因素。 那今天,我们就来讲讲词块。 到底什么是词块?词块,也叫作搭配,它是在词汇和句子之间存在着同时兼有词汇和句子特征的半固定结构。如下图所示: 英语里,有很多词块(搭配),对英语学习者来说,尤其是高中生,学习搭配非常重要。这是为什么呢? 我们看看下面两幅图,比较一下哪种盖房子的方式效率更高呢? 盖房子就像我们学英语。我们把词块作为整体输入大脑,这样不仅可以提高阅读理解的速度和精准度;再把词块作为整体输出,就可以提高口头表达和书面表达能力,促进语言输出的流利性、地道性和准确性。说的再直接一点,词块稍微加上一点语法,就能生成句子了。

既然词块这么重要,而考纲要求掌握的词汇还有许许多多的词块,那怎么能让教学更有效率,学生能记得更牢又会用呢? 我们推荐老师根据词块的不同特点,用以下几种方式教学: 方法一:词源(文化背景) 2018年全国I卷完形填空中有这样一个词块ring true: Ten years after my chess class with Ashley, I’m still putting to use what he taught me: “The absolute most important skill that you learn when you play chess is how to make good decisions. On every single move you have to analyze a situation, process what your opponent (对手) is doing and evaluate the best move from among all your options.” These words still ring true today in my role as a journalist. 词块ring true高阶字典上给的解释是:听起来真实。这个词块,即使配上大量的例句,学生估计也不会很容易理解和掌握。 其实,老师给学生讲这个词块时,不妨试试给学生讲讲ring true背后的故事。 从前用金币、银币的时代,人们怕拿到的硬币纯度不参够,常会两枚互敲一下,听听声音是否清脆悠长。ring指的就是敲击的声音,ring true这个动词词组是指硬币敲击声听起来成色十足,引申为“(事情、说法等)真实可靠”。 看到这里,是不是立刻想起电视上看到的,在过去人们吹银元的情景? 教这种“有(词源)故事”的词块,尝试讲个故事给学生,不仅能活跃课堂气氛,更重要的是学生会理解得更深刻且不容易忘记。

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