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期末考試英語(yǔ)記敘文寫(xiě)作指導
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 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通過(guò)"我"來(lái)傳達給讀者，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)鹊娜撕褪挛锏南拗�，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展現在讀者面前，文章的客觀(guān)性很強。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、補敘等敘述方法能有效地提高文章的結構效果，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，則容易弄巧成拙，使文章結構散亂，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(zhù)承上啟下、融會(huì )貫通的作用。過(guò)渡往往用在地點(diǎn)轉移或時(shí)間、事件轉換以及由概括說(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. 敘述與對話(huà)
引用故事情節中主要人物的對話(huà)是記敘文提高表現力的一種好方法。適當地用直接引語(yǔ)代替間接的主觀(guān)敘述，可以客觀(guān)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)應是一段故事性很強的文字，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�？勺魅缦抡{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)展一直到結束的整個(gè)過(guò)程，然后再收集選取素材。這些素材都應該跟上述五個(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)行構思是必不可少的。
2. 突出中心，詳略得當
在文章的框架確定后，對支持故事的素材的選取是很關(guān)鍵的。選材要注意取舍，應該從表現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)細述那些能表現文章主題的重要情節，略寫(xiě)粗述那么非關(guān)鍵的次要情節。面面俱到反而使情節羅列化，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，準確生動(dòng)
記敘文要用具體的事件和生動(dòng)的語(yǔ)言對人、事、物加以敘述。一篇好的記敘文的語(yǔ)言既要準確、生動(dòng)，又要表現力強，這樣才能把人、事描寫(xiě)得具體生動(dòng)，其可讀性才強。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 2
一、初中英語(yǔ)寫(xiě)作的重要性
英語(yǔ)新課標要求初中生的英語(yǔ)寫(xiě)作達到五級能力水平，即：能運用詞匯描述事物行為和特征，說(shuō)明概念等；能根據要求寫(xiě)簡(jiǎn)單的書(shū)信，便條，通知等；能按要求轉述所聽(tīng)、所讀的內容；能為圖片提供簡(jiǎn)單的文字說(shuō)明，并能表達自己的觀(guān)點(diǎn)。
英語(yǔ)書(shū)面表達能反映學(xué)生的英語(yǔ)基礎知識是否扎實(shí)，能否靈活運用英語(yǔ)來(lái)表達，體現了初中生綜合運用英語(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，如何指導呢？
二、學(xué)生在書(shū)面表達中普遍存在的問(wèn)題
筆者在所任教班級的英語(yǔ)教學(xué)過(guò)程了歸納了學(xué)生寫(xiě)作時(shí)常犯的一些錯誤，主要表現在以下幾個(gè)方面：
�。ㄒ唬┲形氖接⒄Z(yǔ)
由于受到母語(yǔ)干擾，學(xué)生在寫(xiě)作中會(huì )出現句型語(yǔ)序錯誤和漢語(yǔ)式的英語(yǔ)。最大的問(wèn)題之一就是詞對詞翻譯。學(xué)生因為沒(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)很容易出現按中文字面含義找對等的英文單詞，并且按漢語(yǔ)的思維和表達習慣去寫(xiě)英語(yǔ)的錯誤。這樣的例子有很多，如：表述“網(wǎng)上購物很方便”時(shí)，學(xué)生這樣寫(xiě)We are convenient to do some shopping on the internet.是錯誤的（正確的是Its convenient for us to do some shopping on the Internet.）
�。ǘ┯苫A知識和英語(yǔ)應用能力的限制所造成的問(wèn)題
�。�1）單詞拼寫(xiě)錯誤。如：把difference寫(xiě)成diference；happily被寫(xiě)成happyly等等。這種錯誤在學(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)作中出現最多的'是語(yǔ)法錯誤，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)氣等結構錯誤；非謂語(yǔ)動(dòng)詞的用法辨析不清。如：Our environment is polluting seriously（語(yǔ)態(tài)錯誤）等。
3. 搭配錯誤。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. 名詞單復數、動(dòng)詞單復數、主謂語(yǔ)不一致。Mary with her parents have gone to America. have應該改為has。
�。ㄈ﹥热莶贿B貫，銜接生硬；不會(huì )用關(guān)聯(lián)詞，語(yǔ)序混亂。無(wú)統籌安排。寫(xiě)到哪里，就停在哪里。
�。ㄋ模⿻�(shū)寫(xiě)混亂，卷面潦草。大小寫(xiě)、標點(diǎn)符號錯誤，缺少冠詞。
三、具體策略與措施
�。ㄒ唬┻M(jìn)行系統的基本語(yǔ)法知識教
幫助學(xué)生學(xué)習掌握初中九大詞類(lèi)及其用法；掌握最基本的句子成分，會(huì )對英語(yǔ)句子進(jìn)行成分分析；能正確地運用英語(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、復合句、狀語(yǔ)從句、賓語(yǔ)從句等。
�。ǘ┳ズ帽痴b，積累素材，培養學(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�！庇⒄Z(yǔ)也是如此。背誦能培養學(xué)生形成正確的語(yǔ)感，有利于他們養成自然流利而正確的表達。一些重要的文段、實(shí)用性強的范文如每個(gè)單元中Section B的3a就是很好的寫(xiě)作范文，應該要求學(xué)生背誦，記住一些重要短語(yǔ)、諺語(yǔ)，并堅持聽(tīng)寫(xiě)重點(diǎn)單詞，短語(yǔ)和重點(diǎn)句式。
�。ㄈ┲匾暱陬^作文訓練
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)生根據關(guān)鍵詞復述文章，讓學(xué)生回顧上節課的主要內容，讓學(xué)生暢談這節課中學(xué)到了什么等，緊緊圍繞課文內容對學(xué)生進(jìn)行口頭訓練。
�。ㄋ模┕膭顚W(xué)生閱讀英語(yǔ)課外讀物
在平時(shí)的學(xué)習中可以要求學(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，慢慢自然養成用英語(yǔ)思維的習慣，在進(jìn)行英語(yǔ)寫(xiě)作中，就能避免寫(xiě)出中國式的英語(yǔ)，達到“入鄉隨俗”的效果。
�。ㄎ澹┙虒W(xué)過(guò)程中有意識培養學(xué)生的寫(xiě)作能力
首先，教師在教學(xué)中應注重培養學(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)表達自己的思想的。其次，教師還應充分利用教材section B中的3a，抓住有利時(shí)機指導模仿寫(xiě)作，這也是一項很好的培養學(xué)生寫(xiě)作能力的訓練。
�。┙探o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、細心審題 細讀題中每一項提示或觀(guān)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) 標出要點(diǎn)，按事件先后順序或各要點(diǎn)之間內在聯(lián)系排序，分出層次。
第三步、構成框架 將理順的要點(diǎn)或每幅圖畫(huà)的含義加以連貫，構成寫(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)逐句表達出來(lái)，多用簡(jiǎn)單句，用有把握的復合句。遇到表達障礙，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)，適當采用遞進(jìn)、讓步、轉折、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)錯誤，要點(diǎn)有無(wú)遺漏，文句有無(wú)語(yǔ)病，詞數是否恰當，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，有針對性的使用文中提到的措施去指導，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)現的。
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