縱觀多年來國家四、六級英語作文考試,考生作文成績欠佳的主要原因除了準確性和連貫性差之外,語句軟弱無力也是不容忽略的一個方面。因此在英語寫作教學中,如何增強語句表現(xiàn)力的問題必須引起我們足夠的重視,以提高學生寫作的表達質(zhì)量。為此,筆者結合自己的寫作教學實踐,針對該項技能的訓練提出了一些切實可行的有效做法,供廣大同仁和英語學習者參考借鑒。
一、避免使用語意弱的“be”動詞。
1、把句中的表語轉(zhuǎn)換為不同的修飾語。例如:
Weak: The trees are bare. The grass is brown. The landscape seems drab. Revision:The brown grass and bare trees form a drab landscape. (轉(zhuǎn)換為前置定語)
Or: The landscape, bare and brown, begged for spring green. (轉(zhuǎn)換為并列結構作后置定語)
2、將作表語用的形容詞或名詞變?yōu)樾袨閯釉~。例如:
1) Weak: The team members are good players.
Revision: The team members play well.
2) Weak: One worker’s plan is the elimination of tardiness.
Revision: One worker’s plan eliminates tardiness.
3、在以“here”或“there”開頭的句子中,把“be”動詞后的名詞代詞變成改寫句的主語。例如:
1) Weak: There is no opportunity for promotion.
Revision: No opportunity for promotion exists.
2) Weak: Here are the books you ordered.
Revision: The books you ordered have arrived.
二、多用語意具體的動詞,保持句意簡潔明了。例如:
1、Poor: My supervisor went past my desk.
Better: My supervisor sauntered (=walked slowly) past my desk.
2、Poor: She is a careful shopper.
Better: She compares prices and quality.
三、盡量運用主動語態(tài)。例如:
1、Weak: The organization has been supported by charity.
Better: Charity has supported the organization.
2、Weak: The biscuits were stacked on a plate.
Better: Mother stacked the biscuits on a plate.
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