高中学生英语书面表达存在的典型错误及应对策略
2011-11-16 08:33阅读:4,060
高中学生英语书面表达存在的典型错误及应对策略
高考英语书面表达题要求考生根据所给提示,如表格、图画、提纲等写出内容连贯、文理通顺、无严重语法和结构错误的100词左右的短文。这看上去似乎很简单,但有些考生却心怀恐惧,在写作时往往感到缺乏表达思想的语感,有口难开,无所适从,得分低,难以取得理想的成绩。英语写作对考生而言是一个很难突破的瓶颈。所以,要想从根本上提高学生的书面表达能力,就要找到学生失分的根源,找到他们在书面表达中哪些方面失分最严重。也就是说,教师先要了解学生书面表达中存在的形形色色的错误,对其进行分析纠正,找出应对策略,使其避免以后再犯类似的错误。笔者根据多年的教学经验,对学生在书面表达中常出现的错误大致归纳为:词汇错误、语法错误、句法错误和语篇错误。
一、词汇错误
1.
拼写错误
在阅卷过程中,最常见的错误就是考生的单词拼写错误。如:环境:enviroment;浪费:wast;破坏:destory;兴奋:excitment等。
[应对策略
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考生在记单词的时候,不但要用眼睛看,还要用心记,多动手写一写。平时也可采取相互听写、比赛等多种形式来加强单词的识记。
2.
词性功能概念不清
(1)同一汉语意思的名词、动词、形容词等混用或错用。
Our environment has been
pollution badly. (pollution→polluted)
Smoking is bad for our healthy.
(healthy→health)
Reading in bed is harm to our
eyes. (harm→harmful)
(2)人称代词主宾格的混用
To keep our healthy, we should
eat less snack. (our→us)
[应对策略] 考生在记单词的时候,不仅要牢记单词的意思,还要牢记单词的词性。
3.
用词累赘、用词不当或搭配不当
The box is too heavy for the
weak boy to carry it. (删掉it)
Tom was in such a hurry that he
forgot his schoolbag at home. (forgot→left)
With the help of her teacher,
Zhang Ying got great progress in her study. (got→made)
[应对策略]
用词不当使句子难于达意,如有些同义词由于难以区分,考生在使用时容易混淆,所以,在平时学习过程中考生要掌握一些搭配规律,以避免出现类似错误。
二、语法错误
1.
动词时态和语态错误
Last summer vacation, some of
my classmates decide to travel with their friends.
(decide→decided)
Schools call on the students to
reduce learning load. (call→are called)
[应对策略]
高考书面表达,都要给考生设置一定的情景,而每个情景都应该用一定的时态。所以,考生首先要从文体和语境入手,正确判断动词的时态、语态。一般说来,记叙文讲的是发生了的事情,应以过去时为主;通知是将要发生的事情,以事实为主;说明文、议论文阐明的是事实、论点、论据,以现在时为主,当然也要注意有用综合时态的。其次,考生要自觉形成动词时态语态的意识,养成随时检查动词时态语态有无错误的习惯。
2.
非谓语动词的误用
If heating, water can be
changed into steam. (heating→heated)
Don’t forgot taking your
umbrella when you leave here. (taking→to take)
The boss made his workers to
work more than 12 hours every day.
(删掉to)
[应对策略]
要避免这些错误,考生需要具有扎实的语法知识,在平时学习非谓语动词用法时,必须弄清它们之间的相关用法,不要发生混淆了。
3.
汉语式英语
误:Our country has
taken place great changes.
正:Great changes
have taken place in our country.
误:One day
afternoon, we went visited the Zoo.
正:One afternoon,
we visited the Zoo.
[应对策略]
要避免汉语式英语的出现,考生需要在平时学习时做到:养成用英语思维进行写作的习惯,注意中西方文化差异所带来的不同表达;平时多归纳总结、纠正汉语式英语;多收听英语广播、收看英语节目、广泛阅读英文原版书籍、报纸及其它英语阅读材料。
三、句法错误
1.
句子残缺
误:As some old
people feel lonely. We may chat with them about their old days,
changes of our city, or anything they are interested
in.
正:As some old
people feel lonely, we may chat with them about their old days,
changes of our city, or anything they are interested
in.
误:Many students
have a hard time passing all the tests to get into college. For
example my friend in high school.
正:Many students
have a hard time passing all the tests to get into college, For
example, my friend in high school.
[应对策略]
考生要正确识别句子的类型:若是简单句,要正确判断是简单句的哪一种基本句型,假如是“主+系+表”句型,看看写出来的句子是否完整正确;若是并列句或复合句,看看是否有连词,从句中的句子结构是否完整正确。
2.
句子缺乏连贯性或指代不明
误:He was late for
school he was scolded by his teacher.
正:He was late for
school so he was scolded by his teacher.
误:Mary was
friendly to my sister because she wanted her to be her
bridesmaid.
正:Mary was
friendly to my sister because she wanted my sister to be her
bridesmaid.
[应对策略]
句子无论长短,在安排上要合乎逻辑,衔接自然,使句内语义关系明确,句与句之间过渡自然、层次分明。
3.
修饰语错位
误:I believe you
can do it well and you will better know the world outside the
campus.
正:I believe you
can do it well and you will know the world outside the campus
better.
误:Jim is such good
a teacher that we all like him.
正:Jim is so good a
teacher that we all like him.
[应对策略]
英语与汉语不同,英语中同一个修饰语置于句子不同位置,句子的含义可能会发生变化。所以要记住:一般说来,副词常置于实义动词、分词前,助动词、be动词及情态动词后,但是在有些结构中,却不能照搬。
4.
句型单一
原稿:In 2006, Li Jun
came to Guangming Middle School. He was the poorest in studies when
he came. But the teacher taught him kindly and his classmates
helped him warmly. So he becomes a top student after 3 years of
hard work.
修改后的作文:With the
help of the teacher and his classmates, Li Jun has become a top
student after 3 years of hard work though he was very weak in his
studies when he came to Guangming Middle School.
[应对策略]
考生如果写简单句,可以避免多犯错误,但是简单句写多了,会给人一种结构松散、单一,主题不突出的感觉。所以,考生要突破这一点,就要在平时训练的过程中,多使用不同的表达方式,比如:合理利用介词或者名词代替动词,简化句子的复杂;把几个意义相近,有一定逻辑关系的句子,运用一定的关联词连接起来;尝试运用倒装句、复合句、强调句、分词等多种表达方式,增强句子的韵律美和表达力。
四、语篇错误
从语篇层面上看,学生的书面表达中出现的错误有:偏离主题;遗漏基本要点;人称混用;段落不清,行文较乱,分不清层次;具体的段落中缺少主题句与结尾句;段落之间缺少承上启下的连接句等。
[应对策略]
动笔之前,一定要花上几分钟,仔细审题,力求做到全面、准确地把握题目所提供的内容、时间、人物、环境、地点、体裁等信息;对于记叙文,可按照事情发展的顺序来描写,或者按照空间顺序来表达,对于议论文,应该按照“提出问题—分析问题—解决问题”的思路来安排文章结构,不论怎样安排,都要尽量做到开门见山,结尾自然,前后连贯;为了使文章更加连贯,更具有逻辑性,可以使用一些过渡性词语,如表示时间的:at first,next,then,later,finally;表示列举的:for
example,such as,that is (to say);表示对比的:on one hand…on the other
hand,while;表示转折的:however,but,yet;表示因果的:because,so,since,as a result,therefore;表示总结的:in a word,to sum up,to
conclude,in
brief;表示增补的:besides,moreover,in addition等。
【真题例析】
(2009
四川卷)假设你是李华。你的外国笔友Jane打算于七月来中国,特来信了解中国人的社交习俗。请你用英语回一封信,从以下几个方面作具体介绍。
1.
页面时的问候方式;
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