鹰潭市田家炳中学 高级教师 方铮.ppt

一、英语写作教学的改革目的 （1）促进学生主动学习，提高学生学习写作的兴趣和参与度，让各类学生都能亲身经历合作学习和知识构建的过程。 （2）更新写作教学观念，优化写作教学过程，促进学生有效的学习。 二、具体做法： （一）、以课文内容指导书面表达 （二）、注重写作教学的基本训练与简单句型的练习 （三）、培养学生写作训练的规范化 （四）、注重指导写作过程 （五）、抓住教学环境的制约因素 （一）、以课文内容指导书面表达 注重课文整体及段落的表达方法和 技巧的教学，帮助学生分析、体会课文整体 结构的谋篇及段落展开的方式，来开拓学生 的写作思路 （二）、注重写作教学的基本训练 与简单句型的练习 英语短文写得好，关键在单句。单句要写得 好，句型、时态、语法的综合运用是关键。 英语中的时态和语态的变化是有规律的。 学生只要记住了时态和语态的基本定义、基本形式和标志，再辅之以大量的相关练习，就能随心所欲地运用。 英语属于结构语言，它有自己的基本句型、固定搭配、固定短语等。着重抓住五个基本句型： （1）S+V （2）S+V+O （3）S+V+P（4）S+V+INO+DO （5）S+V+O+OC以及一个“there be”句型的练习。  加强句型教学，进行句子分析。 汉语里同一句话，英语中可以用不同的方式表达。 例如：“他们努力去完成这项任务” 可翻译为： They tried their best to finish the work. (简单句) They did their best to finish the work. (简单句) They attempted to finish the work. (简单句) They did what they could to finish the work. (复合句) They did everything they could to finish the work. (复合句) 例如：“他太累了，不能继续前进。”可翻译为： He was too tired to walk any farther. (简单句) He was so tired that he couldn’t walk any farther. (复合句) He was too tired, so he couldn’t walk any farther. (并列句) Since he was too tired, he couldn’t walk any farther. (复合句) Tired as he was, he couldn’t walk any farther. (复合句) 中学阶段，常见的句型改写或转换有以下几个类型： 1. 不定式短语与从句间的改写。例如： Now the question is how to raise enough money. → Now the question is how we can raise enough money. 2. 动名词短语与从句间的改写。例如： I suggest leaving early for the airport. → I suggest we (should) leave early for the airport. 3. 分词短语与从句间的改写。例如： Are you in favor of the suggestion put forward by Peter? → Are you in favor of the suggestion Peter put forward? → Are you in favor of the suggestion which was put forward by Peter? 4.其他短语与从句间的改写。例如： Mary, a girl of strong character, refused to answer this question. → Mary, who was a girl of strong character, refused to answer this question. 5. 同义句式间的改写。 例如： Tom is clever. He is also hard-working. → Tom is both clever and hard-working. → Tom is not on