高一英語書面表達訓練
在高中一年級就應 該開展書面表達訓練。而不是為了應付高考，在高三時才開展書面表達訓練，到那時就會有一種“為時太晚、力不從心”的感覺了。 接下來，小編給大家準備了高一英語書面表達訓練,歡迎大家參考與借鑒。
高一英語書面表達訓練
一、對于第一層次的訓練，除了教科書里的大量的填空練習以外，還可采用：
(一)句型訓練。寫作訓練從詞法、句法知識入手，結合課本里的重點單詞、短語，進行五種基本句型的 造句練習。例如：
1.S+V→The First World War1 broke out in 1914.
2.S+V+O→We're leading2 a happy life.
3.S+V+P→The mixture3 tastes terrible.
4.S+V+O(I)+O(D)→Mr Brown will give us a talk this aftern-oon.
5.S+V+O+C→We should make our classroom clean and tidy.
(二)改寫對話。以第一人稱或第三人稱的口氣講述并寫下每單元第一課的對話內容。例如：〔Unit 4 L esson 13(選自學生作業)〕
Jane and Betty are going on holidays in a few days' time. Betty is going off to Guangzhou by plane next Thursday evening. She is staying with her friend Kate Klarke. Jane is going to Xi'an. She's leaving of Friday. She's going with her parents. She's going by plane, too.
在這篇改寫的短文里，只要在理解原對話的基礎上，給主要句子換上一個主語即可。隨著學習知識內容的 增加和循序漸進的寫作訓練，理解主題、抓住要點的閱讀能力會逐漸增強，詞語、句型的運用能力也會大大的 提高。再如在Unit 23 Lesson 89里，同樣是關于holidays的改寫，就能運用學過的知識寫出如下的句子：
1.Mr White Suggests4 visiting the town of Aswan.
2.Bob Suggests that they visit the High Dam5.
3.But Mrs White prefers shopping to visiting places.
二、第二層次的訓練通常包括：
(一)縮寫課文。新教材所選的課文題材廣泛，體裁豐富。我們要好好利用這些有利的因素與條件，進行 寫作訓練。具體做法：先對課文做好充分預習并根據內容找出關鍵句，從中劃出關鍵詞，然后根據關鍵詞來復 述課文，最后把復述的內容寫下來。例如：〔Unit 21 Lesson82，要求：談談馬克思如何學外語(選自學生作業)〕。
Karl Marx was born in Germany. German was his native6 language. When he was young, he had to move on from place to place. In 1849, he went to England and lived there. Then he started working hard to improve his English Before long, he could write articles in English for an American newspaper. Later, he was able to write the book The Civil7 Warin France in English. Marx began to learn Russian in his fifties. At the end of six months he had learned8 enough Russian to read articles and reports. Marx set us a good example in learning9 foreign languages.(畫線部分是關鍵詞)
(二)回答問題、聯句成文。課本每單元的第二課及Exercise 1是這種訓練的最好的素材。
(三)仿寫與編寫。仿寫，就是利用已知信息“改頭換面”地寫一段話。編寫，就是根據所閱讀的課文， 編寫出一段對話。
三、第三層次的寫作訓練難度較大，通?？刹捎茫?/p>
(一)機械寫作。常用的應用文如通知、書信等都有其特定的格式。我們要初步了解、掌握這些特定的格 式及寫作技巧，讀懂具體內容，然后把內容套進特定的格式中去，就是一篇條理清楚的書面表達了。如寫通知 ，要掌握：1.通知的對象、地點、時間及要做的事情;2.要注意的事項;3.寫上"Don’t be late"或"Be on ti me."等一類句子。例如：
Class 2 and Class 3 are going to plant trees on Western Hills tomorrow. We'll take a bus to go there. Please bring lunch and water with you. Remember to wear old clothes as we'll do a lot of hard work. We will meet in front of the school gate at nine o'clock. Don't be late.
(二)小組作文。這種方法尤其適用于看圖寫作。做法是同學間按照好、中、差兼顧的原則分成幾人一小 組進行討論并列出英文要點，接著個人分頭準備(如每人講述一、二個要點或一、二幅圖);再經過小組討論 糾正并加上“啟承轉合”詞、句以聯段成文;然后小組之間交換并進行評議，有條件的可進行集體評改。
這種訓練方法的優點是：1.“團結作戰”能消除畏懼心理;2.開展討論可促使大家積極參與;3.交換評議 或集體評改有利于互相學習、共同提高。
(三)獨立寫作。經過一系列的循序漸進的寫作練習后，就能對難度適中的材料進行獨立審題并限時完成 了。例如：下面是一篇“一件小事”的記敘作文。筆者所教的高一學生根據自己去一家電影院看電影的途中所 經歷的一件小事用英語寫的一篇作文，詞數100左右。
It was Saturday evening. After supper, I decided to go to s-ee a film, so I went to the bus stop to take a bus. Soon the bus came and I got on it. I had a very good seat. Just then, an old woman got on the bus. Seeing that there were no spare seats in the bus, I stood up at once and gave my seat to her. She was very pleased. She sat down and thanked me again and again. Soon the bus stopped before the Guangming Cinema. I got off the bus and said good-bye to the old woman.
高一學生能寫出這樣的書面表達，是令人欣慰的。這是遵循語言學習規律，遵循“由易到難、由簡到繁、 循序漸進”這一科學的訓練模式的結果，也是新教材編排合理性與科學性的又一證明。 《全日制高級中學英語教學大綱》明確地規定：“高級中學英語教學的目的，是在義務教育初中英語教學 的基礎上，鞏固擴大學生的基礎知識，發展聽、說、讀、寫的基本技能，培養在口頭上和書面上初步運用英語 進行交際的能力，……”書面表達就是在卷面上體現語言交際能力的一種重要形式。因此，在高中一年級就應 該開展書面表達訓練。而不是為了應付高考，在高三時才開展書面表達訓練，到那時就會有一種“為時太晚、力不從心”的感覺了。
新編高中教材(以下簡稱新教材)編寫的體系幫助我們擺脫了以往的困境，大大有利于全面培養學生聽、 說、讀、寫英語的四種技能。新教材從第一冊開始就編排了大量的書面表達訓練，這些訓練由淺入深分三個層 次推進，形成了一種“由易到難、由簡到繁、循序漸進”的訓練模式。
一、對于第一層次的訓練，除了教科書里的大量的填空練習以外，還可采用：
(一)句型訓練。寫作訓練從詞法、句法知識入手，結合課本里的重點單詞、短語，進行五種基本句型的 造句練習。例如：
1.S+V→The First World War broke out in 1914.
2.S+V+O→We're leading a happy life.
3.S+V+P→The mixture tastes terrible.
4.S+V+O(I)+O(D)→Mr Brown will give us a talk this aftern-oon.
5.S+V+O+C→We should make our classroom clean and tidy.
(二)改寫對話。以第一人稱或第三人稱的口氣講述并寫下每單元第一課的對話內容。例如：〔Unit 4 L esson 13(選自學生作業)〕
Jane and Betty are going on holidays in a few days' time. Betty is going off to Guangzhou by plane next Thursday evening. She is staying with her friend Kate Klarke. Jane is going to Xi'an. She's leaving of Friday. She's going with her parents. She's going by plane, too.
在這篇改寫的短文里，只要在理解原對話的基礎上，給主要句子換上一個主語即可。隨著學習知識內容的 增加和循序漸進的寫作訓練，理解主題、抓住要點的閱讀能力會逐漸增強，詞語、句型的運用能力也會大大的 提高。再如在Unit 23 Lesson 89里，同樣是關于holidays的改寫，就能運用學過的知識寫出如下的句子：
1.Mr White Suggests visiting the town of Aswan.
2.Bob Suggests that they visit the High Dam.
3.But Mrs White prefers shopping to visiting places.
二、第二層次的訓練通常包括：
(一)縮寫課文。新教材所選的課文題材廣泛，體裁豐富。我們要好好利用這些有利的因素與條件，進行 寫作訓練。具體做法：先對課文做好充分預習并根據內容找出關鍵句，從中劃出關鍵詞，然后根據關鍵詞來復 述課文，最后把復述的內容寫下來。例如：〔Unit 21 Lesson82，要求：談談馬克思如何學外語(選自學生作業)〕。
Karl Marx was born in Germany. German was his native language. When he was young, he had to move on from place to place. In 1849, he went to England and lived there. Then he started working hard to improve his English Before long, he could write articles in English for an American newspaper. Later, he was able to write the book The Civil Warin France in English. Marx began to learn Russian in his fifties. At the end of six months he had learned enough Russian to read articles and reports. Marx set us a good example in learning foreign languages.(畫線部分是關鍵詞)
(二)回答問題、聯句成文。課本每單元的第二課及Exercise 1是這種訓練的最好的素材。
(三)仿寫與編寫。仿寫，就是利用已知信息“改頭換面”地寫一段話。編寫，就是根據所閱讀的課文， 編寫出一段對話。
三、第三層次的寫作訓練難度較大，通?？刹捎茫?/p>
(一)機械寫作。常用的應用文如通知、書信等都有其特定的格式。我們要初步了解、掌握這些特定的格 式及寫作技巧，讀懂具體內容，然后把內容套進特定的格式中去，就是一篇條理清楚的書面表達了。如寫通知 ，要掌握：1.通知的對象、地點、時間及要做的事情;2.要注意的事項;3.寫上"Don’t be late"或"Be on ti me."等一類句子。例如：
Class 2 and Class 3 are going to plant trees on Western Hills tomorrow. We'll take a bus to go there. Please bring lunch and water with you. Remember to wear old clothes as we'll do a lot of hard work. We will meet in front of the school gate at nine o'clock. Don't be late.
(二)小組作文。這種方法尤其適用于看圖寫作。做法是同學間按照好、中、差兼顧的原則分成幾人一小 組進行討論并列出英文要點，接著個人分頭準備(如每人講述一、二個要點或一、二幅圖);再經過小組討論 糾正并加上“啟承轉合”詞、句以聯段成文;然后小組之間交換并進行評議，有條件的可進行集體評改。
這種訓練方法的優點是：1.“團結作戰”能消除畏懼心理;2.開展討論可促使大家積極參與;3.交換評議 或集體評改有利于互相學習、共同提高。
(三)獨立寫作。經過一系列的循序漸進的寫作練習后，就能對難度適中的材料進行獨立審題并限時完成 了。例如：下面是一篇“一件小事”的記敘作文。筆者所教的高一學生根據自己去一家電影院看電影的途中所 經歷的一件小事用英語寫的一篇作文，詞數100左右。
It was Saturday evening. After supper, I decided to go to s-ee a film, so I went to the bus stop to take a bus. Soon the bus came and I got on it. I had a very good seat. Just then, an old woman got on the bus. Seeing that there were no spare seats in the bus, I stood up at once and gave my seat to her. She was very pleased. She sat down and thanked me again and again. Soon the bus stopped before the Guangming Cinema. I got off the bus and said good-bye to the old woman.
高一學生能寫出這樣的書面表達，是令人欣慰的。這是遵循語言學習規律，遵循“由易到難、由簡到繁、 循序漸進”這一科學的訓練模式的結果，也是新教材編排合理性與科學性的又一證明。
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