初中英語(yǔ)寫作指導(dǎo)

1、談初中寫作指導(dǎo) 近兩年初中升學(xué)考試增加了英文寫作的題型，這就使初中階段的英語(yǔ)教學(xué)在原來(lái)的基礎(chǔ)上又增強(qiáng)了英文寫作的訓(xùn)練與指導(dǎo)，這個(gè)方面的訓(xùn)練不但能提升學(xué)生的綜合水平還能夠?yàn)楦咧械膶懽骷敖窈蟮挠⒄Z(yǔ)學(xué)習(xí)打下一個(gè)良好的基礎(chǔ)。能夠說(shuō)英語(yǔ)寫作是體現(xiàn)一個(gè)學(xué)生英語(yǔ)綜合水平的形式，這個(gè)形式的體現(xiàn)與學(xué)生本人的詞匯量大小；單詞、詞組和句子的使用水平及邏輯思維水平都有著密切的關(guān)系，所以英語(yǔ)寫作是反映一個(gè)學(xué)生英語(yǔ)水平高低的一個(gè)重要方面。聽、說(shuō)、讀、寫、譯是英語(yǔ)學(xué)習(xí)的五項(xiàng)最基本技能，這五項(xiàng)基本技能是相互聯(lián)系、相互制約、相互依存、相互促動(dòng)的。聽和讀反映的是語(yǔ)言信息的進(jìn)入情況，是語(yǔ)言接收技能；說(shuō)和寫則是語(yǔ)言信息的輸出形式，是

2、語(yǔ)言的表達(dá)技能。表達(dá)是建立在接收基礎(chǔ)之上的，只有達(dá)到充足的語(yǔ)言輸入量，才能有效地圍繞所理解和吸收的口頭及書面信息從事說(shuō)和寫的練習(xí)，由此才能有效地提升綜合技能。初中英語(yǔ)的學(xué)習(xí)是在培養(yǎng)和發(fā)展聽、說(shuō)的同時(shí)培養(yǎng)和發(fā)展學(xué)生的閱讀和寫作水平，為的是更好地鍛煉學(xué)生的綜合語(yǔ)言技能，提升準(zhǔn)確、靈活使用英語(yǔ)的表達(dá)水平。在初中，在對(duì)學(xué)生實(shí)行聽說(shuō)的同時(shí)，循序漸進(jìn)的實(shí)行寫作的科學(xué)訓(xùn)練，對(duì)于學(xué)生英語(yǔ)的全面學(xué)習(xí)、掌握和提升是非常有協(xié)助的，那是因?yàn)橛⒄Z(yǔ)學(xué)習(xí)不是獨(dú)立的，而是相互制約和相互促動(dòng)的。那么是如何分階段、分層次實(shí)行培養(yǎng)和訓(xùn)練的呢？一、在初中一年級(jí)對(duì)學(xué)生實(shí)行聽說(shuō)領(lǐng)先的英語(yǔ)教學(xué)同時(shí)，根據(jù)學(xué)生已經(jīng)掌握了的一定的詞匯、句型，就

3、能夠?qū)嵭性炀涞挠?xùn)練。1. 連詞成句(1). are, Mary, my, and, friends, good, Wei Hua.(2). from, father, where, his, is?這是最簡(jiǎn)單的連句子，通過(guò)句子后的標(biāo)點(diǎn)能夠協(xié)助學(xué)生確定：(1) 是肯定句 Mary and Wei Hua are my good friends. (2) 是疑問(wèn)句，有where就是一個(gè)特殊疑問(wèn)句， Where is his father from? 更進(jìn)一步的練習(xí)能夠不給最后的標(biāo)點(diǎn)，(1). are, Mary, my, and, friends, good, Wei Hua (2). from,

4、 father, where, his, is連出的句子還是Mary and Wei Hua are my good friends.和 Where is his father from? 但是增強(qiáng)了學(xué)生思維的訓(xùn)練，也就是要考慮“應(yīng)該連成什么句型呢？”這就是初始的訓(xùn)練，像(1)似乎能夠?qū)懗隹隙ň浠蛞话阋蓡?wèn)句，但是單詞my的存有提示了不可能向自己提問(wèn)；(2)中的單詞where不但提示疑問(wèn)句句式，還明確了是個(gè)特殊疑問(wèn)句。明顯感覺(jué)到了需要思考和斟酌，這就是水平的培養(yǎng)。還可再進(jìn)一步增大難度，那就是把兩句話中的動(dòng)詞去掉，(1). Mary, my, and, friends, good, Wei Hua

5、 (2). from, father, where, his 因?yàn)閷W(xué)生只有一般現(xiàn)在時(shí)態(tài)的語(yǔ)法知識(shí)，所以第一句話仍然是Mary and Wei Hua are my good friends.而第二句話能夠有兩個(gè)結(jié)果：Where is his father from?和Where does his father come from? 兩句話的意思一樣，卻能反映出學(xué)生理解和使用詞匯的水平，使學(xué)生在連句子中增強(qiáng)句子結(jié)構(gòu)中謂語(yǔ)動(dòng)詞存有的重要性的概念。這種循序漸進(jìn)、難度第進(jìn)的訓(xùn)練方式能夠培養(yǎng)學(xué)生的嚴(yán)密思維方式，扎實(shí)地打下一個(gè)準(zhǔn)確、準(zhǔn)確寫句子的基礎(chǔ)。2. 簡(jiǎn)單的英漢互譯看這兩句話：(1) 冰箱里有一些肉。

6、(2) 我有一個(gè)姐姐，但我沒(méi)有哥哥。這兩個(gè)句子就是訓(xùn)練學(xué)生對(duì)“有”句型的判斷和區(qū)別的水平。第一句話表示“在某處有某物”，應(yīng)該用 “There be”句型，不可數(shù)名詞meat作主語(yǔ)，謂語(yǔ)動(dòng)詞為單數(shù)；第二句話表示“人的所有”，要用 “ have (have got”這樣的句子，肯定句要使用不定冠詞a表一個(gè)，否定句要使用notany的固定搭配，這些都是基本功。(1) There is some meat in the fridge.(2) I have got a sister, but I havent got any brothers. 凡是在課本中出現(xiàn)的重要詞匯和句型都可通過(guò)漢譯英的形式實(shí)行操

7、練，起到靈活使用、增強(qiáng)理解、鞏固語(yǔ)法知識(shí)的作用。3. 句型轉(zhuǎn)換（一般疑問(wèn)句、否定句、特殊疑問(wèn)句、同意句轉(zhuǎn)換）第一步是要實(shí)行專門的基本功練習(xí)，就是將一個(gè)肯定句轉(zhuǎn)換成一般疑問(wèn)句和否定句，在此基礎(chǔ)上建立特殊疑問(wèn)句的構(gòu)成是特殊疑問(wèn)詞后加一般疑問(wèn)句的概念（除了特殊疑問(wèn)詞作主語(yǔ)的情況），以此練習(xí)畫線提問(wèn)。學(xué)習(xí)同意句的轉(zhuǎn)換方法是以背記同意短語(yǔ)或句型為主。如：(1) There are some books on the desk.Are there any books on the desk?There arent any books on the desk.除了需要學(xué)生掌握一般疑問(wèn)句和否定句轉(zhuǎn)換的原則之外

8、，還有其特殊的原則，那就是含有some的“There be ”句型在轉(zhuǎn)換成一般疑問(wèn)句和否定句時(shí)要將some變?yōu)閍ny。如果對(duì)其進(jìn)行畫線提問(wèn)，There are some books on the desk.其特殊疑問(wèn)句為：Whats on the playground? 需掌握特殊疑問(wèn)句謂語(yǔ)動(dòng)詞要使用單數(shù)，無(wú)論答句是單、復(fù)數(shù)。(2) I like playing basketball.Do you like playing basketball?I dont like playing basketball.掌握助動(dòng)詞（do, does）在句型轉(zhuǎn)換中的位置和作用，如果對(duì)助動(dòng)詞的用法理解不到位，就

9、會(huì)像有些學(xué)生常對(duì)這樣的句子出錯(cuò)一樣：My sister does her homework in the evening. 錯(cuò)：Does your sister her homework in the evening?正：Does your sister do her homework in the evening?錯(cuò)：My sister doesnt her homework in the evening.正：My sister doesnt do her homework in the evening.把形似的助動(dòng)詞當(dāng)作了句中的謂語(yǔ)動(dòng)詞來(lái)使用了，這就是加強(qiáng)初一起始階段基礎(chǔ)知識(shí)掌握的很關(guān)鍵、

10、很重要的一步。3. 簡(jiǎn)單的看圖寫話這一部分是這樣來(lái)訓(xùn)練的，無(wú)論哪種方式都首先練習(xí)寫一句話，要求該句是最吻合圖面意思，在句子中正確使用一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)。第一步：給出圖面，并給出描述圖面所需的單詞，是連詞成句的另一種練習(xí)方式。如：Lucy, write, friend, now, her, to副詞now告訴了使用現(xiàn)在進(jìn)行時(shí)態(tài)，桌子上的信封和write, to,是要求使用短語(yǔ)write to sb.(給某人寫信)的信息，有這些構(gòu)思就寫出了下面的句子：Lucy is writing to her friend now. (Lucy正在給她的朋友寫信。)第二步：給出圖面，給出與圖相關(guān)的一個(gè)單詞或

11、短語(yǔ)，寫出含該單詞或短語(yǔ)的一個(gè)句子。如： very early 鐘表的時(shí)間可以準(zhǔn)確判斷是起床，而不是去睡覺(jué)。使用一般現(xiàn)在時(shí)態(tài)加入相關(guān)的時(shí)間狀語(yǔ)every day(every morning, in the morning, from Monday to Friday等)就可以連出類似下面的句子。 He gets up very early every day. （他每天起得早）第三步：幾句話描述圖面。 要求：適用40左右詞，按一定順序來(lái)寫，語(yǔ)句通順，句子連貫。 There is a computer, a pen container, a pencil and a book on the de

12、sk. The pencil is on the book. The chair is in front of the desk. There is a bag on the chair and there is a cat under it.如果從初一開始對(duì)學(xué)生進(jìn)行適當(dāng)?shù)膶懽饔?xùn)練，可以促進(jìn)學(xué)生讀寫能力的全面發(fā)展，小小的成就感對(duì)提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣有極大的作用，從長(zhǎng)遠(yuǎn)的角度說(shuō)這樣的基礎(chǔ)訓(xùn)練更有利于促進(jìn)學(xué)生英語(yǔ)水平的綜合提高。二、初二的寫作訓(xùn)練可集中在看圖上，簡(jiǎn)單的看圖填空、回答問(wèn)題和看圖寫話，當(dāng)然像書信、請(qǐng)假條、告示等生活實(shí)用的形式也會(huì)給予訓(xùn)練。(1). 看圖填詞是看圖寫話的準(zhǔn)備A: Loo

13、k! This is a _ of my _.B: Is the old man your _? A: Yes, _ is.B: Is _ your mother? A: No, thats my _, my fathers sister.B: Is this _ mother? A: Yes, _ is. B: Who is this man? Is _your father? A: No, hes my uncle. Uncle John is my fathers_. This is my father.這是一張全家人的照片，根據(jù)對(duì)話內(nèi)容的提示，圖中人物的形象、性別和關(guān)系，利用描述圖片中

14、人物的習(xí)慣用語(yǔ)就可以得出以下答案：A: Look! This is a picture/photo of my family.B: Is the old man your grandfather? A: Yes, he is.B: Is that your mother? A: No, thats my aunt, my fathers sister.B: Is this your mother? A: Yes, she is. B: Who is this man? Is he your father? A: No, hes my uncle. Uncle John is my father

15、s brother. This is my father.(2).根據(jù)圖示，在下面短文的空格上填上適當(dāng)?shù)脑~，每空一詞。 One day two little_ had a quarrel about something and fought with each other. Then they went _ home to their fathers. After a while the two boys _ again _ their father along. Soon each man tried to _everything for_ own son. So a second quar

16、rel between them started. Now they began to fight each other, and the two boys _ by watching their fathers fighting. The two men were fighting harder and _. However, the two boys became_ again, they were now happily playing stone chess on the ground. Obviously, it was completely unnecessary for the

17、two fathers to come and have a quarrel and fight _ each other.這副漫畫大家都會(huì)很熟悉，圖面的發(fā)展和短文的敘述幫助學(xué)生達(dá)到很好的理解，10個(gè)詞中包括了名詞的復(fù)數(shù)（圖中的兩個(gè)男孩子）、動(dòng)詞的過(guò)去式和動(dòng)詞不定式、介詞(來(lái)自短語(yǔ)come with sb. 和fight with sb.)、代詞(短語(yǔ)ones own+ n.的用法)和副詞（來(lái)自短語(yǔ)go back home和harder and harder）答案:One day two little boys had a quarrel about something and fought

18、with each other. Then they went back home to their fathers. After a while the two boys came again with their father along. Soon each man tried to say everything for his own son. So a second quarrel between them started. Now they began to fight each other, and the two boys stood by watching their fat

19、hers fighting. The two men were fighting harder and harder. However, the two boys became friends again, they were now happily playing stone chess on the ground. Obviously, it was completely unnecessary for the two fathers to come and have a quarrel and fight with each other.利用這種適合初二學(xué)生水平，和有趣、易理解、令人難忘

20、的圖片吸引了學(xué)生的興趣，可以說(shuō)簡(jiǎn)單的填充挖空的短文等寫作的低級(jí)訓(xùn)練，是將來(lái)短文寫作的基礎(chǔ)。(3). 看圖寫句子1. It was Womens Day yesterday. 2. Li Lei went shopping after school. 3. After he got home, he did some cooking and cleaned the house. 4. His mother was very happy when she came home.只要求根據(jù)圖面和所給詞匯寫出對(duì)應(yīng)的簡(jiǎn)單句和復(fù)合句，達(dá)到通順，時(shí)態(tài)正確即可，和前面相比學(xué)生已經(jīng)進(jìn)入了更高水平的訓(xùn)練，也就是不僅

21、會(huì)用簡(jiǎn)單句描述還要會(huì)用復(fù)合句，復(fù)合句的使用使描寫更細(xì)致全面。(4). 看圖回答問(wèn)題(1) When did the boys play basketball?They played basketball after school.(2) What did the boy see before he had supper?He saw his dirty hands.(3) His mother didnt let him wash his dirty hands, did she?Yes, she did.(4) How did his mother feel when she saw her

22、 sons clean hands?She felt unhappy.(5) Did the boy wash his hands?No, he didnt.看圖回答問(wèn)題不僅要求看懂、理解好圖的內(nèi)容，而且還要求能夠?qū)懗稣_的句子來(lái)回答，五個(gè)問(wèn)題一般都會(huì)出現(xiàn)一個(gè)或兩個(gè)一般疑問(wèn)句、一個(gè)反意疑問(wèn)句和兩到三個(gè)特殊疑問(wèn)句，學(xué)會(huì)把握問(wèn)句的主語(yǔ)、時(shí)態(tài)一致再加與圖的內(nèi)容相符才能很好的完成這種練習(xí)。(5). 看圖寫盡量多的句子，在對(duì)圖上的畫面進(jìn)行描述中可加入符合邏輯的想象。、 It was a rainy day. Li Lei and his classmates were on their way home

23、. A granny fell down on the ground. They saw it and ran to help her. But she couldnt move at all. One of them hurried to call 120 to send her to the hospital. 這一步是練習(xí)寫作的一個(gè)飛躍，從單句到短文，從只對(duì)圖面的描寫到加入想象力，這是一個(gè)比較艱難的過(guò)程，大量的練習(xí)和批改，學(xué)生的理解、運(yùn)用和反復(fù)修改是這個(gè)過(guò)程必須的，這個(gè)過(guò)程的完成是順利進(jìn)入初三的基礎(chǔ)，在此練習(xí)基礎(chǔ)上還有一些配合訓(xùn)練，如寫假條、通知、邀請(qǐng)、日記和書信的練習(xí)。Dear tea

24、cher,When I played outside with some friends yesterday, I hurt my left foot. It is difficult for me to walk. So Im writing to you for two daysleave. Yours, Han Mei Saturday, Dec.9,2005 Today is Saturday. It is a fine day. I went to Tianjin Museum with my classmates. We arrived there at 9:30 in the m

25、orning. We saw many different things there. And we got lots of knowledge on history and science. Museum is a good place for us to visit.練習(xí)寫這類東西要注意格式和一些固定的句子。 三、初三英語(yǔ)寫作是學(xué)生在三年的學(xué)習(xí)中，利用積累的詞匯量、詞法、句法知識(shí)通過(guò)邏輯思維用短文的形式體現(xiàn)出的綜合能力，它要求學(xué)生有扎實(shí)的語(yǔ)言基本功，具備一定的審題能力、想象能力、表達(dá)能力、評(píng)價(jià)能力等。其中看圖寫作是主要的寫作練習(xí)方式，看圖寫作的第一步是仔細(xì)審題，需要根據(jù)圖畫的提示弄清圖所示

26、的內(nèi)容；第二步是要充分發(fā)揮想象力，來(lái)把握情節(jié)的發(fā)展，使文章內(nèi)容充實(shí)豐滿，符合邏輯；第三步是用所學(xué)過(guò)的詞匯和句型（簡(jiǎn)單句和從句）把第一、二步的構(gòu)思進(jìn)行準(zhǔn)確的描述和表達(dá)，并正確地使用人稱和時(shí)態(tài)使文章自然流暢；第四步就是緊扣主題進(jìn)行評(píng)價(jià)，在必要的情況下可用感嘆句等給予評(píng)價(jià)，作為文章的結(jié)尾。寫作時(shí)這種形式要求：看懂圖意 ；切中題意；文理通順；語(yǔ)言準(zhǔn)確得當(dāng)。以前中考英語(yǔ)考試的書面表達(dá)以看圖回答五個(gè)問(wèn)題的形式出現(xiàn)，從2004年開始改為看圖寫60-80字的短文（占5分），現(xiàn)在則在滿分120分中占15分，可見中考中對(duì)寫作的重視程度。養(yǎng)成寫作的好習(xí)慣，不要看了大概之后就開始邊想邊寫、邊寫邊想，如果那樣的話很可能

27、丟要點(diǎn)，或發(fā)現(xiàn)了遺漏后補(bǔ)，使文章內(nèi)容混亂。另外為了避免中國(guó)話的英文，訓(xùn)練學(xué)生認(rèn)真審題后，把所要用的主要詞匯和短語(yǔ)一一列出，根據(jù)自己的思維確定沒(méi)有遺漏后，利用相關(guān)的簡(jiǎn)單句、賓語(yǔ)從句和狀語(yǔ)從句將它們擴(kuò)展成句子，寫句子時(shí)注意時(shí)態(tài)，一般看圖寫文都是發(fā)生了的事，所以常用過(guò)去的時(shí)態(tài)；單個(gè)的句子完成之后再用關(guān)聯(lián)詞連接，如：and , but, however,as a result,to ones surprise， with ones help, in the end等將必要的上下兩句進(jìn)行關(guān)聯(lián)，使文章更加通順、自然，符合英語(yǔ)習(xí)慣。沒(méi)有把握的句型或較難的語(yǔ)法結(jié)構(gòu)不要使用，否則會(huì)造成不必要的不通順。必須牢記的

28、是：內(nèi)容描述完整、敘述清楚、避免重復(fù)。文章寫完之后把自己作為聽故事的角色，看看讀后腦子中是不是展現(xiàn)了那組畫面，就可以起到復(fù)查的效果了。在寫的方面利用以上的方法比較穩(wěn)妥，"熟能生巧"這是古訓(xùn)，同樣適用于英語(yǔ)寫作。要讓學(xué)生多寫多練，寫后老師給予批改、講評(píng)、及時(shí)糾正典型的錯(cuò)誤；同時(shí)在學(xué)生之間推薦范文或互相傳看學(xué)生自己寫的文章，學(xué)習(xí)別人的思路、寫作手法等優(yōu)秀的地方，補(bǔ)充自己。學(xué)生自身只有通過(guò)練習(xí)才能知道自己的不足與缺陷，個(gè)人的努力便于老師、同學(xué)幫修改、訂正。下面看幾篇學(xué)生的作文：這組圖由七個(gè)畫面組成，畫面多利于學(xué)生描述內(nèi)容，80字左右也很容易達(dá)到，圖中出現(xiàn)的情景和同學(xué)們的生活接近，

29、稍加構(gòu)思就可成文。 go to school cross the road be dangerous thank be late speak highly of sb. follow ones exampleOne day Lin Tao went to school . When he was walking in the street he saw a blind man crossing the road. Suddenly there was a bus coming. The man was very dangerous. He ran to save him. Then he he

30、lped the man cross the street. The man thanked him a lot. Then he went to school, but it was too late. When he arrived at school, he told the teacher about it. Instead of being angry, the teacher spoke highly of him, and asked the students to follow his example.這篇文章的最大優(yōu)點(diǎn)是：沒(méi)有時(shí)態(tài)、語(yǔ)態(tài)的錯(cuò)誤，都使用了正確的英語(yǔ)句子，可見這個(gè)

31、學(xué)生的英語(yǔ)語(yǔ)法基礎(chǔ)知識(shí)掌握得很好，文章寫得流利、通順?？墒沁@篇短文還有欠缺之處，仔細(xì)地想一想發(fā)現(xiàn)毛病在于只是就圖說(shuō)圖，有些地方略顯粗糙（前三個(gè)圖的描寫），還出現(xiàn)了一點(diǎn)邏輯錯(cuò)誤，那就是“學(xué)生送盲人過(guò)了馬路之后怎么就會(huì)遲到呢？”要讓這篇文章充實(shí)，就要加入你的想象力，讓它符合生活邏輯。下面看在老師指導(dǎo)下怎么修改的這篇短文：1. 第一句話加了短語(yǔ)as usual,使我們了解Lin Tao每天按時(shí)上學(xué)，是個(gè)好學(xué)生。2. 第一段用When he was going to cross the road, he saw a truck coming and it would hit a blind man w

32、ho was walking across the road. So he ran to the blind man and pulled him back.對(duì)當(dāng)時(shí)盲人所處于的危險(xiǎn)狀態(tài)描述的更具體、準(zhǔn)確、真實(shí)了（按圖）。之后，最主要的加入了送盲人回家，所以導(dǎo)致自己上課遲到，表達(dá)了作者對(duì)Lin Tao的善良及助人為樂(lè)的精神的贊揚(yáng)。一篇描寫的全面，生動(dòng)，可信的畫面就展現(xiàn)在讀者的眼前了。One day Lin Tao went to school as usual. When he was going to cross the road, he saw a truck coming and it w

33、ould hit a blind man who was walking across the road. So he ran to the blind man and pulled him back. Then he helped the man cross the road. Lin Tao thought it was too dangerous for the man to go alone. So he sent him home.When he got to school in a hurry, the class had already begun. At first the t

34、eacher was a little unhappy and told him not to be late again. But when he knew what had happened, he spoke highly of him.文章中不僅使用了賓語(yǔ)從句和狀語(yǔ)從句，還用了一個(gè)定語(yǔ)從句，當(dāng)然我們可以把可以who was去掉，用walking across the road作定語(yǔ)，但是為了鼓勵(lì)學(xué)生展示自己的才能，只要對(duì)了就可以用，使該學(xué)生在初中所學(xué)的語(yǔ)言知識(shí)和自身的能力都做了充分的表現(xiàn)。平時(shí)練習(xí)寫作時(shí)，提醒學(xué)生在文章中用除了簡(jiǎn)單句之外練習(xí)使用賓語(yǔ)和狀語(yǔ)從句，定語(yǔ)從句可以不用，以免出現(xiàn)

35、不必要的錯(cuò)誤，因?yàn)槌踔须A段只學(xué)習(xí)了定語(yǔ)從句的簡(jiǎn)單知識(shí)。這組圖也是和學(xué)生生活相關(guān)的故事，考試之后總是在成績(jī)不理想時(shí)不知如何面對(duì)父母，再碰到一位嚴(yán)厲的父親很可能會(huì)挨打，不想挨打就得想一些辦法暫時(shí)躲過(guò)去，這是學(xué)生們的實(shí)際生活經(jīng)歷。不要用批評(píng)的態(tài)度去寫，通過(guò)圖體現(xiàn)的挨爸爸打的情景真實(shí)地描述小男孩的心理想法及導(dǎo)致的行動(dòng)即可。除此之外提醒同學(xué)們把故事的最后進(jìn)行延伸，那就是“爸爸會(huì)怎么想哪？”下面是一位同學(xué)以第一人稱的口氣寫的，顯得很親切可愛，Bad luck! I didnt pass the exam again! I looked at the text paper with the mark of

36、50 and felt very disappointed. Classes were over. I had to go home to tell my father the bad news. He would beat me as usual. What should I do? Ohh, it began to rain and I didnt take a raincoat with me. Then an idea came into my mind. I put the test paper on my head as an umbrella. As a result, the

37、paper got wet and the mark was difficult to see clearly. After I reached home, I gave the wet paper to my father. Though he didnt beat me, he was unhappy with my deed. I guessed he knew I had failed in the exam.寫得多好啊，真是一氣呵成的感覺(jué)，和生活貼近是寫好文章的源泉。學(xué)習(xí)別人的文章寫作手法對(duì)自己提高特別有好處，而且是個(gè)捷徑，即快速又收獲。提高寫作水平，在考試中盡量拿到高分，除了多練多

38、寫之外還要多讀好文章，多收集素材，多背好句子和范文，在平時(shí)寫作時(shí)去用這些學(xué)到的東西，日積月累，考前只要翻翻自己的作文本，即可胸有成竹。下面看這組圖，列出必要詞匯和短語(yǔ)后，完成了這樣的寫作。 同學(xué)們的學(xué)校生活中也遇到過(guò)這種情況，審題不會(huì)難。第一圖說(shuō)明Li Ming 最早到校。第二圖發(fā)現(xiàn)椅子壞了。然后把別人的好椅子換了過(guò)來(lái)，這是第三圖。第四圖為了表明和自己無(wú)關(guān)，當(dāng)Meimei發(fā)現(xiàn)壞椅子時(shí)，他假裝看書。第五圖看見Meimei修椅子感到自己錯(cuò)了。第六圖是幫Meimei修椅子。為了邏輯上合理，把想象加入進(jìn)去,那就是Meimei去到學(xué)校的某個(gè)地方借來(lái)工具。get to school first be br

39、oken change read bring some tools repair be wrong help sb. fix sth. Li Ming was first to get to school this morning. He found his chair broken. Then he changed it with Meimeis. He pretended to read when Meimei saw the broken chair. But Meimei didnt change it. Instead she went out and brought some to

40、ols. Li Ming thought he was wrong when he saw her repairing it. So he helped Meimei fix the chair at once. I think Li Ming will never do like that.在輔導(dǎo)學(xué)生寫作的過(guò)程中發(fā)現(xiàn)了各種各樣的問(wèn)題，就此提醒學(xué)生應(yīng)注意以下要求： 1. 用英語(yǔ)的表達(dá)習(xí)慣來(lái)描寫人物，敘述事件和闡明觀點(diǎn)。最忌諱用相關(guān)的英語(yǔ)單詞來(lái)套漢語(yǔ)，也就是用一些相關(guān)的詞壘起一句話，如果這樣做的話，寫出的句子肯定出現(xiàn)語(yǔ)法錯(cuò)誤，因此學(xué)會(huì)套用英語(yǔ)句型很重要。多利用學(xué)過(guò)的固定句型和固定短語(yǔ)去寫，除了簡(jiǎn)

41、單句之外，初中還主要學(xué)了賓語(yǔ)和狀語(yǔ)從句，利用上寫作的水平一定不一般。2. 留神時(shí)態(tài)、語(yǔ)態(tài)，這是出錯(cuò)率最高的?？磮D寫作一般都使用和過(guò)去相關(guān)的時(shí)態(tài)，動(dòng)詞的變形拼寫就顯得更重要了，背記單詞和詞組是硬工夫。3. 注重使用連詞，連詞在英語(yǔ)寫作中起著舉足輕重的作用，連詞具有承上起下的功能，它可使句與句在文法和句意上保持連貫。使用它們可使句子更加通順、自然，符合英語(yǔ)習(xí)慣。4. 要有段落的區(qū)分，分段會(huì)使人感到寫作者思維清晰、有層次、重點(diǎn)突出、邏輯性強(qiáng)。就以上要求，看一些學(xué)生在寫作上常出現(xiàn)的問(wèn)題。One day morning, Xiao Ming with her friends are playing football. They like this sport very much. The game was very excited. When Xiao Ming passing the ball, he fall over and hurt his leg. So he cant move. His friends are worry about him. They stopped the game and take he to the nearest hospital. In