论文部分内容阅读
书面表达可以说是高考英语卷中最能体现学生综合能力的一道题，并不是每个学生都能很好地掌握其答题技巧，答卷中普遍存在语句表达单一、句式结构不丰富的问题。还有不少学生存在疑惑，为什么有时候表达的要点齐全，表述的方式也正确，可就是得不到高分呢？
我们来看看近年来高考英语书面表达的最高档评分标准：“覆盖所有主要内容；应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致；应用简单的语句间的连接成分，使全文结构紧凑；达到了预期的写作目的。”可见，高考书面表达评分标准在语言的运用上对考生提出了更高的要求，在考查考生语言准确性的基础上，进一步强调了用词的得体性、表达方式的多样性。如果学生仅运用基础的词汇和基本的句型，不能体现出较强的语言运用能力，即使要点齐全、表达没有语法错误，也很难在考试的评分中被划到较高档次。事实上，评分标准给我们传递出了一个信息：应该鼓励有能力的学生使用高级词汇、复杂句式和适当的连接词。
一、适度使用较高级词汇
词汇的掌握程度体现出英文知识的贮存量，是衡量英语水平的一个重要标志。但如何才能有效地使用好高级词汇呢？具体有以下几种方法：
（一）用短语代替单词
先比较两个句子：（1）He is healthy.（2）He is in good health/condition.很显然，句（2）比句（1）表达要高级一些，原因在于句（2）中用短语替代了句（1）中的单词。因而在平时的教学中，我们可以多用短语解释单词，鼓励学生多背词组。如：
1. He decided to study hard.
→ He was determined to/made up his mind to study hard.
2. This painting is very valuable.
→ This painting is of great value.
3. The earthquake ruins is a sad place for living people.
→The earthquake ruins is a place full of sadness for living people.
每一组的第二句我们都运用了短语来替换单词，相比之下，语言的丰富性和运用的熟练性都能在这样的句子中得到清晰体现。
（二）用高级表达代替一般表达
如：“我突然想出一个好办法。”很多学生会这样翻译：Suddenly I thought out a good idea.我们学过occur, strike, flash, 如果换用这些词，写成：A good idea occurred to me./A good idea suddenly struck me./A good idea flashed upon me.立刻就会让阅卷老师眼前一亮。
(三)用介词或介词短语代替句子
有时，学生误认为用从句比用简单句好些，其实在写作中，有时句子简单干练会更好。如：
1．A person can’t reach his goal if he doesn’t work hard.
→A person can’t reach his goal without hard work.
此句在用介词短语代替从句时还恰当地用了双重否定句，进一步突出了hard work 的重要性。
2．When she heard that he had succeeded, she burst out cheering.
→At the news of his success/On hearing his success, she burst out cheering.
3. China is a country which has a long history. →China is a country with a long history.
(四)谚语或习语的使用
在一篇文章中恰当地运用谚语或习惯用语更能使其大放异彩。同样拿the importance of hard work来讲,当学生想说明hard work重要性的时候，可以写道：As Edison put it: “Genius is one percent inspiration and ninetynine percent perspiration.” As the saying goes, No pains, no gains. 要举例说明时可写：Actions speak louder than words. 鼓励那些没有天赋的人不要放弃时可写：Where there is a will, there is a way. Believe in yourself, and you’ll succeed in the end.有了谚语的点缀，文章读起来更有说服力。在平时教学中就可以适当教些谚语。如，谈到友谊时用：A friend in need is a friend indeed. 谈到要有良好的开端时用：A good beginning is half done. 鼓励学生学知识时用： Knowledge is power. 谈到知识要反复练习时用：Practice makes perfect. 谈到用一分为二的辨证观点看问题时用：Every coin has two sides.点滴的积累终将汇成江海。
二、学会使用较丰富的句式结构
在整篇文章中，应避免只使用一到两种句型。句型灵活多变，才能使文章的语言结构更加丰富多彩,使文章更加具有可读性。如可恰当使用各种从句、非谓语动词、独立主格结构、同位语、倒装句、强调句、主从复合句等。下面列举一些常见句式：
1. To his parents’ disappointment, he failed in the exam.
→What disappointed his parents is that he failed in the exam.（用What引导名词性从句）
→It disappointed his parents that he failed in the exam. (用It作形式主语，that作真正的主语)
像表达“令某人感到……”一类的意思都能用这样的句型，可用于这种句型的动词有：embarrass, puzzle, surprise, interest, delight, excite, move, frighten, scare等。
2. You should put up the notices on the wall. There all the people may see them.
→You should put up the notices where all the people may see them.( 用where引导状语从句将两个单句连接起来）
3. We will make a difference by working hard.
→Only by working hard will we make a difference.（Only 修饰介词短语置于句首，句子用倒装结构）
4. He did not recognize her until she took off her sunglasses.
→It was not until she took off her sunglasses that he recognized her.
→Not until she took off her sunglasses did he recognize her.
not ... until是一个常见的句式，但后面的两个句子将它进行了活用，一个是not... until的强调句式，一个是not... until置于句首的倒装结构，像这样的句子就很能显示功底。
5. The new policy may cause more unemployment. It might bring some other social problems.
→The new policy may cause more unemployment, which might bring some other social problems.（将两个单句改为which 引导的非限制性定语从句，借用了代词指代前面句子内容的共性）
6. Because he was caught in the traffic jam, he failed to arrive on time.
→Caught in the traffic jam, he failed to arrive on time.（用过去分词短语代替原因状语从句）
7. They sang and laughed as they went back to school.
→Singing and laughing, they went back to school.（用现在分词表伴随）
常见的句式很多,上面只是对高中常见句式的归纳，要让学生熟练运用，首先要让他们记住这些句式，其次是在写作中出现上述结构但他们又没运用高级表达时，让他们进行改写，反复训练，培养学生这方面的思维能力。
三、使用恰当连接词或过渡性词语
合理、有效地使用各种连接或过渡性词语，对写出一篇“地道”的文章很重要，能使整篇文章上下衔接自然、紧凑，层次清晰，行文连贯。
总之，要让学生在高考书面表达中得高分就要让学生学会在一定的语境中，准确地使用一定的句型、词汇，清楚、连贯地用英语表达意思。这是一个复杂而长期的工作，不是靠高考前的短时间训练能一蹴而就的。教师要把对学生书面表达能力的培养贯穿于整个高中阶段的教学中，注重让学生进行词汇、语法、句型等各项表达基本功的锻炼。
（责任编辑周侯辰）
我们来看看近年来高考英语书面表达的最高档评分标准：“覆盖所有主要内容；应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致；应用简单的语句间的连接成分，使全文结构紧凑；达到了预期的写作目的。”可见，高考书面表达评分标准在语言的运用上对考生提出了更高的要求，在考查考生语言准确性的基础上，进一步强调了用词的得体性、表达方式的多样性。如果学生仅运用基础的词汇和基本的句型，不能体现出较强的语言运用能力，即使要点齐全、表达没有语法错误，也很难在考试的评分中被划到较高档次。事实上，评分标准给我们传递出了一个信息：应该鼓励有能力的学生使用高级词汇、复杂句式和适当的连接词。
一、适度使用较高级词汇
词汇的掌握程度体现出英文知识的贮存量，是衡量英语水平的一个重要标志。但如何才能有效地使用好高级词汇呢？具体有以下几种方法：
（一）用短语代替单词
先比较两个句子：（1）He is healthy.（2）He is in good health/condition.很显然，句（2）比句（1）表达要高级一些，原因在于句（2）中用短语替代了句（1）中的单词。因而在平时的教学中，我们可以多用短语解释单词，鼓励学生多背词组。如：
1. He decided to study hard.
→ He was determined to/made up his mind to study hard.
2. This painting is very valuable.
→ This painting is of great value.
3. The earthquake ruins is a sad place for living people.
→The earthquake ruins is a place full of sadness for living people.
每一组的第二句我们都运用了短语来替换单词，相比之下，语言的丰富性和运用的熟练性都能在这样的句子中得到清晰体现。
（二）用高级表达代替一般表达
如：“我突然想出一个好办法。”很多学生会这样翻译：Suddenly I thought out a good idea.我们学过occur, strike, flash, 如果换用这些词，写成：A good idea occurred to me./A good idea suddenly struck me./A good idea flashed upon me.立刻就会让阅卷老师眼前一亮。
(三)用介词或介词短语代替句子
有时，学生误认为用从句比用简单句好些，其实在写作中，有时句子简单干练会更好。如：
1．A person can’t reach his goal if he doesn’t work hard.
→A person can’t reach his goal without hard work.
此句在用介词短语代替从句时还恰当地用了双重否定句，进一步突出了hard work 的重要性。
2．When she heard that he had succeeded, she burst out cheering.
→At the news of his success/On hearing his success, she burst out cheering.
3. China is a country which has a long history. →China is a country with a long history.
(四)谚语或习语的使用
在一篇文章中恰当地运用谚语或习惯用语更能使其大放异彩。同样拿the importance of hard work来讲,当学生想说明hard work重要性的时候，可以写道：As Edison put it: “Genius is one percent inspiration and ninetynine percent perspiration.” As the saying goes, No pains, no gains. 要举例说明时可写：Actions speak louder than words. 鼓励那些没有天赋的人不要放弃时可写：Where there is a will, there is a way. Believe in yourself, and you’ll succeed in the end.有了谚语的点缀，文章读起来更有说服力。在平时教学中就可以适当教些谚语。如，谈到友谊时用：A friend in need is a friend indeed. 谈到要有良好的开端时用：A good beginning is half done. 鼓励学生学知识时用： Knowledge is power. 谈到知识要反复练习时用：Practice makes perfect. 谈到用一分为二的辨证观点看问题时用：Every coin has two sides.点滴的积累终将汇成江海。
二、学会使用较丰富的句式结构
在整篇文章中，应避免只使用一到两种句型。句型灵活多变，才能使文章的语言结构更加丰富多彩,使文章更加具有可读性。如可恰当使用各种从句、非谓语动词、独立主格结构、同位语、倒装句、强调句、主从复合句等。下面列举一些常见句式：
1. To his parents’ disappointment, he failed in the exam.
→What disappointed his parents is that he failed in the exam.（用What引导名词性从句）
→It disappointed his parents that he failed in the exam. (用It作形式主语，that作真正的主语)
像表达“令某人感到……”一类的意思都能用这样的句型，可用于这种句型的动词有：embarrass, puzzle, surprise, interest, delight, excite, move, frighten, scare等。
2. You should put up the notices on the wall. There all the people may see them.
→You should put up the notices where all the people may see them.( 用where引导状语从句将两个单句连接起来）
3. We will make a difference by working hard.
→Only by working hard will we make a difference.（Only 修饰介词短语置于句首，句子用倒装结构）
4. He did not recognize her until she took off her sunglasses.
→It was not until she took off her sunglasses that he recognized her.
→Not until she took off her sunglasses did he recognize her.
not ... until是一个常见的句式，但后面的两个句子将它进行了活用，一个是not... until的强调句式，一个是not... until置于句首的倒装结构，像这样的句子就很能显示功底。
5. The new policy may cause more unemployment. It might bring some other social problems.
→The new policy may cause more unemployment, which might bring some other social problems.（将两个单句改为which 引导的非限制性定语从句，借用了代词指代前面句子内容的共性）
6. Because he was caught in the traffic jam, he failed to arrive on time.
→Caught in the traffic jam, he failed to arrive on time.（用过去分词短语代替原因状语从句）
7. They sang and laughed as they went back to school.
→Singing and laughing, they went back to school.（用现在分词表伴随）
常见的句式很多,上面只是对高中常见句式的归纳，要让学生熟练运用，首先要让他们记住这些句式，其次是在写作中出现上述结构但他们又没运用高级表达时，让他们进行改写，反复训练，培养学生这方面的思维能力。
三、使用恰当连接词或过渡性词语
合理、有效地使用各种连接或过渡性词语，对写出一篇“地道”的文章很重要，能使整篇文章上下衔接自然、紧凑，层次清晰，行文连贯。
总之，要让学生在高考书面表达中得高分就要让学生学会在一定的语境中，准确地使用一定的句型、词汇，清楚、连贯地用英语表达意思。这是一个复杂而长期的工作，不是靠高考前的短时间训练能一蹴而就的。教师要把对学生书面表达能力的培养贯穿于整个高中阶段的教学中，注重让学生进行词汇、语法、句型等各项表达基本功的锻炼。
（责任编辑周侯辰）