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期末考試英語(yǔ)記敘文寫(xiě)作指導(dǎo)
記敘文是記人敘事的文章，它主要是用于說(shuō)明事件的時(shí)間、背景、起因、過(guò)程及結(jié)果，即我們通常所說(shuō)的五個(gè)" W "( what, who, when, where, why )和一個(gè)" H "( how )。記敘文的重點(diǎn)在于"述說(shuō)"和"描寫(xiě)"，因此一篇好的記敘文要敘述條理清楚，描寫(xiě)生動(dòng)形象。下面就談?wù)動(dòng)⒄Z(yǔ)記敘文的特點(diǎn)和寫(xiě)好記敘文的基本要領(lǐng)。
期末考試英語(yǔ)記敘文寫(xiě)作指導(dǎo) 1
一、記敘文的特點(diǎn)
1. 敘述的人稱(chēng)
英語(yǔ)的記敘文一般是以第一或第三人稱(chēng)的角度來(lái)敘述的。用第一稱(chēng)表示的是由敘述者親眼所見(jiàn)、親耳所聞的經(jīng)歷。它的優(yōu)點(diǎn)在于能把故事的情節(jié)通過(guò)"我"來(lái)傳達(dá)給讀者，使人讀后感到真實(shí)可信，如身臨其境。如：
The other day, I was driving along the street. Suddenly, a car lost its control and ran directly towards me fast. I was so frightened that I quickly turned to the left side. But it was too late. The car hit my bike and I fell off it.
用第三人稱(chēng)敘述，優(yōu)點(diǎn)在于敘述者不受"我"活動(dòng)范圍以?xún)?nèi)的人和事物的限制，而是通過(guò)作者與讀者之外的第三者，直接把故事中的情節(jié)展現(xiàn)在讀者面前，文章的客觀性很強(qiáng)。如：
Little Tom was going to school with an umbrella, for it was raining hard. On the way, he saw an old woman walking in the rain with nothing to cover. Tom went up to the old woman and wanted to share the umbrella with her, but he was too short. What could he do? Then he had a good idea.
2. 動(dòng)詞的時(shí)態(tài)
在記敘文中，記和敘都離不開(kāi)動(dòng)詞。所以動(dòng)詞出現(xiàn)率最高，且富于變化。記敘文中用得最多的是動(dòng)詞的過(guò)去的，這是英語(yǔ)記敘文區(qū)別于漢語(yǔ)記敘文的關(guān)鍵之處。英語(yǔ)寫(xiě)作的優(yōu)美之處就在于這些動(dòng)詞時(shí)態(tài)的變化，正是這一點(diǎn)才使得所記、所敘有鮮活的動(dòng)態(tài)感、鮮明的層次感和立體感。
3. 敘述的順序
記敘一件事要有一定的順序。無(wú)論是順敘、倒敘、插敘還是補(bǔ)敘，都要讓讀者能弄清事情的來(lái)龍去脈。順敘最容易操作，較容易給讀者提供有關(guān)事情的空間和時(shí)間線(xiàn)索。但這種方法也容易使文章顯得平鋪直敘，讀起來(lái)平淡乏味。倒敘、插敘、補(bǔ)敘等敘述方法能有效地提高文章的結(jié)構(gòu)效果，讓所敘之事跌宕起伏，使讀者在閱讀時(shí)思維產(chǎn)生較大的跳躍，從而為文章所吸引，深入其中。但這些方法如果使用不當(dāng)，則容易弄巧成拙，使文章結(jié)構(gòu)散亂，頭緒不清，讓讀者不知所云。
4. 敘述的過(guò)渡
過(guò)渡在上下文中起著承上啟下、融會(huì)貫通的作用。過(guò)渡往往用在地點(diǎn)轉(zhuǎn)移或時(shí)間、事件轉(zhuǎn)換以及由概括說(shuō)明到具體敘述時(shí)。如：
In my summer holidays, I did a lot of things. Apart form doing my homework, reading an English novel, watching TV and doing some housework, I went on a trip to Qingdao. It is really a beautiful city. There are many places of interest to see. But what impressed me most was the sunrise.
The next morning I got up early. I was very happy because it was a fine day. By the time I got to the beach, the clouds on the horizon were turning red. In a little while, a small part of the sun was gradually appearing. The sun was very red, not shining. It rose slowly. At last it broke through the red clouds and jumped above the sea, just like a deep-red ball. At the same time the clouds and the sea water became red and bright.
What a moving and unforgettable scene!
5. 敘述與對(duì)話(huà)
引用故事情節(jié)中主要人物的對(duì)話(huà)是記敘文提高表現(xiàn)力的一種好方法。適當(dāng)?shù)赜弥苯右Z(yǔ)代替間接的主觀敘述，可以客觀生動(dòng)地反映人物的性格、品質(zhì)和心理狀態(tài)，使記敘生動(dòng)、有趣，使文章內(nèi)容更加充實(shí)、具體。試比較下面兩段的敘述效果：
I was in the kitchen, and I was cooking something. Suddenly I heard a loud noise from the front. I thought maybe someone was knocking the door. I asked who it was but I heard no reply. After a while I saw my cat running across the parlor. I realized it was the cat. I felt released.
這本來(lái)應(yīng)是一段故事性很強(qiáng)的文字，但經(jīng)作者這么一寫(xiě)，就不那么吸引人了。原因是文中用的都是敘述模式，沒(méi)有人物語(yǔ)言，把"懸念"給沖淡了。可作如下調(diào)整：
I was in the kitchen cooking something. "Crash!" a loud noise came from the front. Thinking someone was knocking at the door, I asked, "Who?" No reply. After a while, I saw my cat running across the parlor. "Its you." I said, quite released.
二、寫(xiě)好記敘文的.基本要領(lǐng)
1. 頭緒分明，脈絡(luò)清楚
寫(xiě)好記敘文，首先要頭緒分明，脈絡(luò)清楚，明確文章要求寫(xiě)什么。要對(duì)所寫(xiě)的事件或人物進(jìn)行分析，弄清事件發(fā)生、發(fā)展一直到結(jié)束的整個(gè)過(guò)程，然后再收集選取素材。這些素材都應(yīng)該跟上述五個(gè)" W "和一個(gè)" H "有關(guān)。盡管不是每篇記敘文里都必須包括這些" W "和" H "，但動(dòng)筆之前，圍繞五個(gè)" W "和" H "進(jìn)行構(gòu)思是必不可少的。
2. 突出中心，詳略得當(dāng)
在文章的框架確定后，對(duì)支持故事的素材的選取是很關(guān)鍵的。選材要注意取舍，應(yīng)該從表現(xiàn)文章主題的需要出發(fā)，分清主次，定好詳略。要突出重點(diǎn)，詳寫(xiě)細(xì)述那些能表現(xiàn)文章主題的重要情節(jié)，略寫(xiě)粗述那么非關(guān)鍵的次要情節(jié)。面面俱到反而使情節(jié)羅列化，使人不得要領(lǐng)。這一點(diǎn)是寫(xiě)好記敘文要解決的一個(gè)基本問(wèn)題，也需要一定的技巧。如：
One night a man came to our house and told me, "There is a family with eight children. They have not eaten for days." I took some food with me and went.
When I finally came to that family, I saw the faces of those little children disfigured (破壞外貌) by hunger. There was no sorrow or sadness in their faces, just the deep pain of hunger.
I gave the rice to the mother. She divided the rice in two, and went out, carrying half the rice. When she came back, I asked her, "Where did you go?" she gave me this simple answer, "To my neighbors - they are hungry also!"
3. 用活語(yǔ)言，準(zhǔn)確生動(dòng)
記敘文要用具體的事件和生動(dòng)的語(yǔ)言對(duì)人、事、物加以敘述。一篇好的記敘文的語(yǔ)言既要準(zhǔn)確、生動(dòng)，又要表現(xiàn)力強(qiáng)，這樣才能把人、事描寫(xiě)得具體生動(dòng)，其可讀性才強(qiáng)。試比較下面一篇例文修改的前后效果。
原文：
One day Xiaoqiang was wandering away. He was soon lost among people and traffic. He could not find the way back home and started crying. Just then, two young students who were passing by found him standing alone in front of a shop and crying. They went up to Xiaoqiang and asked him what had happened. Xiaoqiang told them how he got lost and where he lived. The two students decided to take him home. Mother was pleased to see Xiaoqiang come back safe and sound. She invited the two students into the house and gave them some money, but they didnt take it. She served them with tea but they left.
修改后：
The other day, five-year-old Xiaoqiang left home alone and wandered happily in the street. After some time, he felt hungry so he wanted to go back home. But he found he was lost among the crowded people and heavy traffic. When he could not find the way home, he started and crying. Just then, two young students who were passing by from school found him sanding crying in front of a shop. They immediately went up to him.
"Little boy, why are you standing here crying?" they asked.
"I want Mom, I go home." said the boy, still crying.
"Dont worry, well send you home."
And they spent the next two hours looking for the boys house. With the help of a policeman, they finally found it.
When the worried mother saw her son come back safe and sound, she was so thankful and she invited the students into her house. Gratefully, she offered them some money, saying it was a way to express her thanks, but the young students firmly refused it and left without even a cup of tea.
期末考試英語(yǔ)記敘文寫(xiě)作指導(dǎo) 2
一、初中英語(yǔ)寫(xiě)作的重要性
英語(yǔ)新課標(biāo)要求初中生的英語(yǔ)寫(xiě)作達(dá)到五級(jí)能力水平，即：能運(yùn)用詞匯描述事物行為和特征，說(shuō)明概念等；能根據(jù)要求寫(xiě)簡(jiǎn)單的書(shū)信，便條，通知等；能按要求轉(zhuǎn)述所聽(tīng)、所讀的內(nèi)容；能為圖片提供簡(jiǎn)單的文字說(shuō)明，并能表達(dá)自己的觀點(diǎn)。
英語(yǔ)書(shū)面表達(dá)能反映學(xué)生的英語(yǔ)基礎(chǔ)知識(shí)是否扎實(shí)，能否靈活運(yùn)用英語(yǔ)來(lái)表達(dá)，體現(xiàn)了初中生綜合運(yùn)用英語(yǔ)的能力，反映出初中生的英語(yǔ)水平。學(xué)生要提高英語(yǔ)寫(xiě)作水平，寫(xiě)出合乎英語(yǔ)思維的文章，老師要如何做，如何指導(dǎo)呢？
二、學(xué)生在書(shū)面表達(dá)中普遍存在的問(wèn)題
筆者在所任教班級(jí)的英語(yǔ)教學(xué)過(guò)程了歸納了學(xué)生寫(xiě)作時(shí)常犯的一些錯(cuò)誤，主要表現(xiàn)在以下幾個(gè)方面：
（一）中文式英語(yǔ)
由于受到母語(yǔ)干擾，學(xué)生在寫(xiě)作中會(huì)出現(xiàn)句型語(yǔ)序錯(cuò)誤和漢語(yǔ)式的英語(yǔ)。最大的問(wèn)題之一就是詞對(duì)詞翻譯。學(xué)生因?yàn)闆](méi)有理解和掌握單詞或短語(yǔ)的真實(shí)含義和用法，在寫(xiě)作時(shí)很容易出現(xiàn)按中文字面含義找對(duì)等的英文單詞，并且按漢語(yǔ)的思維和表達(dá)習(xí)慣去寫(xiě)英語(yǔ)的錯(cuò)誤。這樣的例子有很多，如：表述“網(wǎng)上購(gòu)物很方便”時(shí)，學(xué)生這樣寫(xiě)We are convenient to do some shopping on the internet.是錯(cuò)誤的（正確的是Its convenient for us to do some shopping on the Internet.）
（二）由基礎(chǔ)知識(shí)和英語(yǔ)應(yīng)用能力的限制所造成的問(wèn)題
（1）單詞拼寫(xiě)錯(cuò)誤。如：把difference寫(xiě)成diference；happily被寫(xiě)成happyly等等。這種錯(cuò)誤在學(xué)生寫(xiě)作中存在的范圍比較廣，產(chǎn)生的原因是學(xué)生在記單詞的時(shí)候不動(dòng)腦子，死記硬背。
（2）學(xué)生在英語(yǔ)寫(xiě)作中出現(xiàn)最多的'是語(yǔ)法錯(cuò)誤，主要有以下幾種：
1. 詞類(lèi)的混用。如形容詞和副詞的混用，人稱(chēng)代詞的主格與賓格的混用，動(dòng)詞和名詞的混用，定冠詞和不定冠詞的混用，形容詞性物主代詞和詞性物主代詞的混用等。如：We careful listened to the teacher in class.（正確的為副詞carefully）；He had some difficult learning Chinese. （正確的為名詞difficulty）。
2. 動(dòng)詞時(shí)態(tài)，語(yǔ)態(tài)，語(yǔ)氣等結(jié)構(gòu)錯(cuò)誤；非謂語(yǔ)動(dòng)詞的用法辨析不清。如：Our environment is polluting seriously（語(yǔ)態(tài)錯(cuò)誤）等。
3. 搭配錯(cuò)誤。如： I spent many hours to prepare for the Math test； I like play the piano，其他如：under the help of；see a book；eat the medicine 等。
4. 名詞單復(fù)數(shù)、動(dòng)詞單復(fù)數(shù)、主謂語(yǔ)不一致。Mary with her parents have gone to America. have應(yīng)該改為has。
（三）內(nèi)容不連貫，銜接生硬；不會(huì)用關(guān)聯(lián)詞，語(yǔ)序混亂。無(wú)統(tǒng)籌安排。寫(xiě)到哪里，就停在哪里。
（四）書(shū)寫(xiě)混亂，卷面潦草。大小寫(xiě)、標(biāo)點(diǎn)符號(hào)錯(cuò)誤，缺少冠詞。
三、具體策略與措施
（一）進(jìn)行系統(tǒng)的基本語(yǔ)法知識(shí)教
幫助學(xué)生學(xué)習(xí)掌握初中九大詞類(lèi)及其用法；掌握最基本的句子成分，會(huì)對(duì)英語(yǔ)句子進(jìn)行成分分析；能正確地運(yùn)用英語(yǔ)中最基本的八種時(shí)態(tài)；掌握初中最基本的五種句子類(lèi)型：簡(jiǎn)單句、并列句、復(fù)合句、狀語(yǔ)從句、賓語(yǔ)從句等。
（二）抓好背誦，積累素材，培養(yǎng)學(xué)生形成正確的語(yǔ)感
“熟讀唐詩(shī)三百首，不會(huì)做詩(shī)也會(huì)吟。”英語(yǔ)也是如此。背誦能培養(yǎng)學(xué)生形成正確的語(yǔ)感，有利于他們養(yǎng)成自然流利而正確的表達(dá)。一些重要的文段、實(shí)用性強(qiáng)的范文如每個(gè)單元中Section B的3a就是很好的寫(xiě)作范文，應(yīng)該要求學(xué)生背誦，記住一些重要短語(yǔ)、諺語(yǔ)，并堅(jiān)持聽(tīng)寫(xiě)重點(diǎn)單詞，短語(yǔ)和重點(diǎn)句式。
（三）重視口頭作文訓(xùn)練
通常采取以下方式：小組討論，回答問(wèn)題，敘述事實(shí)，讓學(xué)生根據(jù)關(guān)鍵詞復(fù)述文章，讓學(xué)生回顧上節(jié)課的主要內(nèi)容，讓學(xué)生暢談這節(jié)課中學(xué)到了什么等，緊緊圍繞課文內(nèi)容對(duì)學(xué)生進(jìn)行口頭訓(xùn)練。
（四）鼓勵(lì)學(xué)生閱讀英語(yǔ)課外讀物
在平時(shí)的學(xué)習(xí)中可以要求學(xué)生閱讀適合初中生的一些簡(jiǎn)單易懂的英語(yǔ)課外讀物，多做英語(yǔ)短文的閱讀理解，慢慢自然養(yǎng)成用英語(yǔ)思維的習(xí)慣，在進(jìn)行英語(yǔ)寫(xiě)作中，就能避免寫(xiě)出中國(guó)式的英語(yǔ)，達(dá)到“入鄉(xiāng)隨俗”的效果。
（五）教學(xué)過(guò)程中有意識(shí)培養(yǎng)學(xué)生的寫(xiě)作能力
首先，教師在教學(xué)中應(yīng)注重培養(yǎng)學(xué)生扎實(shí)的語(yǔ)言基本功，要求學(xué)生務(wù)必掌握學(xué)過(guò)的詞匯和語(yǔ)法。一個(gè)不記詞匯，不懂得英語(yǔ)語(yǔ)法的學(xué)生是不可能用完整的語(yǔ)言來(lái)表達(dá)自己的思想的。其次，教師還應(yīng)充分利用教材section B中的3a，抓住有利時(shí)機(jī)指導(dǎo)模仿寫(xiě)作，這也是一項(xiàng)很好的培養(yǎng)學(xué)生寫(xiě)作能力的訓(xùn)練。
（六）教給學(xué)生正確的寫(xiě)作方法
把正確的寫(xiě)作方法灌輸給學(xué)生，他們碰到任何寫(xiě)作題時(shí)才能不慌陣腳。以下是七步法。
第一步、細(xì)心審題 細(xì)讀題中每一項(xiàng)提示或觀察每一幅畫(huà)，弄清題意，確定寫(xiě)作體裁和要點(diǎn)。
第二步、理順要點(diǎn) 標(biāo)出要點(diǎn)，按事件先后順序或各要點(diǎn)之間內(nèi)在聯(lián)系排序，分出層次。
第三步、構(gòu)成框架 將理順的要點(diǎn)或每幅圖畫(huà)的含義加以連貫，構(gòu)成寫(xiě)作的整體框架，進(jìn)一步定人稱(chēng)、定時(shí)態(tài)語(yǔ)態(tài)、定開(kāi)頭結(jié)尾。
第四步、組織句子 用自己最熟悉的短語(yǔ)或句型將理順的要點(diǎn)逐句表達(dá)出來(lái)，多用簡(jiǎn)單句，用有把握的復(fù)合句。遇到表達(dá)障礙，換一種說(shuō)法，將一句變成兩、三句。
第五步、串句成篇 將寫(xiě)好的句子連貫地組織起來(lái)，適當(dāng)采用遞進(jìn)、讓步、轉(zhuǎn)折、因果等關(guān)聯(lián)詞語(yǔ)，使短文層次分明，過(guò)渡自然。
第六步、檢查修改 注意人稱(chēng)、大小寫(xiě)、拼寫(xiě)有無(wú)錯(cuò)誤，要點(diǎn)有無(wú)遺漏，文句有無(wú)語(yǔ)病，詞數(shù)是否恰當(dāng)，行文是否連貫。
老師幫助學(xué)生找到他們各自存在的問(wèn)題，有針對(duì)性的使用文中提到的措施去指導(dǎo)，學(xué)生加以配合，按照老師提出的要求去做，提高寫(xiě)作水平是容易實(shí)現(xiàn)的。
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