中考书面表达教学途径建议.docVIP

英语书面表达教学1、，培养能力。大部分学生有话想说，无词可写我坚持掌握巩固词汇同义、近义、反义形词的复现词汇词形相似的词except/expect, believe/receive/experience等。以某一词为中心，该词的不同形式或词性，不断丰富词汇和句型。如拼写单词die时，不但要写出其过去式过去分词died，而且要写出其（death, dead, dying）, 再，如：The old man died two years agoe has been dead for two years, his death made his wife very sad, she is dying.如遇到用法易混的词pay, spend, cost, take时，可以多种方式表达句意。He paid 20 yuan for the book. He spent 20 yuan on the book. →He spent 20 yuan buying the book. →The book cost him 20 yuan. →It takes him 20 yuan to to buy the book.等等。这样,训练学生的发散性思维和总结、归纳、比较的能力，有效地积累词汇，。 ：I’m having/living a happy life.→What a happy life I’m having/living ! ②.The book is very interesting. Everyone likes it. →The book is so interesting that everyone likes it. →This is so interesting a book that everyone likes it. →This is such an interesting book that everyone likes it. ③.I am good at English and I am good at math，too.I am good at not only English but also math. →I do well in not only English but also math. →I am good at both English and math. →I do well in both English and math. ④.He was ill. He didn’t come to school. →He didn’t come to school, because he was ill. →He was ill, as a result, he didn’t come to school.…… 2、，。英语语感来自于英语语言实践，又指导语言实践。教师有意识地培养学生的语感，必将对当前英语教学发挥积极推进作用。教科书中的文章都是一些很好的范文，文笔流畅，语言规范精彩课文段落如每个Section A/B/C中的部分。让学生参与、感受和体验并以此作为学习的出发点，例如，学生听到一个陌生的单词时，就敏感地根据读音猜想这个单词的拼写形式看到Chinese is my mother tongue.就根据上下文去猜想或推测mother tongue（母语）的意思;读到Learning English is fun.就能敏锐地觉察到“学英语”用Learning English，而不用Learn English等。教师对学习支持材料，即核心教学资源的运用组织学生围绕学习支持材料（教材中的会话或课文）进行回答、复述等，在这些活动中完成语言认知的内化过程。除了教材之外，教师还应该选择指导学生大量地“感觉”（即听和读）其他可接受的支持材料，使其形成语感。要利用教材资源作为学生书面表达的话题材料。围绕Topic展开,每个Topic都有定的功能。我们可以围绕这些话题，运用重点句型，，促使学生有意识地记忆典型语句，有选择性有创造性地应用于今后的书面表达之中，提高书面表达的质量。3、，提升学生。书面表达作业在课外完成学生的思维较为懒散，常依赖于查阅教材内容或课外参考范文，导致完全属于学生自己写出来的句子偏少，，完成书面表达的时间延长，效率低下。我采用限时训练与非限时训练相结合的，注重限时训练，学生有时间上的紧迫感，“逼”自己积极思，进行组织、整理，使其条理化、系统化，再仔细推敲，周密组织语言文字，。4、可让批阅评价的书面表达，批阅者对有疑问的地方作上记号，待互相讨论取得一致意见后再更正。遇到有争议的问题，可老师。这样能使学生以批评的眼光审阅自己的作品，增强写作动力，树立写作的信心，同时也发展了学生的分析思维能