如何讓高考英語作文妙筆生花
時間：
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英語備考
要在高考英語作文中得到高分，考生必須讓自己的文章有“亮點”，做到妙筆生花，體現(xiàn)出對語言的駕馭能力。要做到這一點并不容易，但考生可以從以下幾個方面去努力。
一、遣詞方面：用詞要貼切而豐富，善用短語
詞匯是語言的建筑材料，文章的好壞，選詞很關鍵，如果用詞精湛，就會使文章“亮”起來。
1. 措辭要貼切具體
試比較下面句子：
a man is walking down the street.
a man is strolling down the street.
通過比較可以看出，前一句不如后一句表達得具體、生動。一個詞如果內(nèi)涵越具體，那么在特定的場景中恰當?shù)厥褂盟蜁盏揭庀氩坏降男Ч：芏嗤瑢W寫作時常隨便用一個很籠統(tǒng)的詞來描述一個具體事物或人，如 a nice man給人感覺很籠統(tǒng)空泛，我們可以用很多有個性的、具體的詞描繪一個人，如 generous(大方的，慷慨的)，humorous(幽默的)，smart(漂亮的，瀟灑的)，kind-hearted，warm-hearted，hospitable(好客的,招待周到的)，gentle(文雅的)，optimistic(樂觀的)，easy-going(隨和的)，spirited(英勇的)，cultivated(有教養(yǎng)的)，manly(有男子氣概的)等等。
2. 用詞要簡潔多樣
在英語寫作中，遣詞一定要避免不必要的重復，如果用詞重復，寫出的句子往往單調乏味，文章沒有感染力。用詞多樣化可以使句子表意生動，增強文章的整體表達效果。如：
chart1 shows the daily average amount of time the students of the school spend on different after-class activities. the students put the most time，93 minutes，into their homework，and next in line is watching tv，which takes up 46 minutes. they put in about the same amount of time listening to music and working on the computer，34 minutes and 30 minutes each. while 25 minutes is spent on sports only 12 minutes goes into housework...(2004北京卷)
文中運用了 “spend on” “put....into” “take up” “put in...doing” “goes into” 等一系列的不同詞語，來說明學生六項課余活動所花時間，雖然講的都是類似的情況，但沒有一個詞組是重復的。這充分體現(xiàn)了語言的運用技能，絕對可使整篇文章“亮”起來。
3. 要善于運用短語
短語用得好，會給評卷員留下深刻印象。如：
when he was a child，he wanted to learn everything.( 普通)
when he was a child，he had a strong appetite for knowledge.(高級)
4. 要避免漢語思維
用詞要符合英語習慣，避免漢語思維的影響，如某些名詞和動詞搭配已約定俗成，不能隨意打亂其搭配習慣，否則會顯得生硬和詞不達意。如漢語中的“學到知識”，英語中就不能說“learn knowledge”，而要說acquire knowledge (獲得知識) 。類似的動賓結構還有achieve success (獲得成功)，gain reputation (獲得聲譽)，attain one’s end (達到目的)等。
二、造句方面：句式要準確而多變，活用復合句
簡單句用得太多，會造成文章讀起來乏味。在評卷員看來，同樣意思的內(nèi)容，能夠運用比較復雜的句式結構來表達，當然會認為其運用語言的能力要比只會用簡單句來表達要強，評分自然就高。
1. 巧用非謂語動詞
運用非謂語動詞，可使文句看起來更簡潔，使語言更加豐富多彩，重點更加突出，增加文采。如：
i covered my ears，trying to keep the noise out，but failed. (2004廣東卷)
2. 巧用with復合結構
“with+名詞/代詞+現(xiàn)在分詞/過去分詞/形容詞/副詞/介詞”結構，常作伴隨狀語以增加被描繪內(nèi)容的生動性和情感性，使文章讀起來更簡潔明了。試比較：
i couldn’t go on studying because there was so much noise troubling me. (普通)
i couldn’t go on studying with so much noise troubling me. (高級)（2004廣東卷）
3. 巧用復合句
高考評分標準強調使用語法結構的數(shù)量和復雜性，鼓勵考生盡量使用較復雜的結構，并且對由此產(chǎn)生的錯誤采取了寬容的態(tài)度。如果恰當運用各類從句，就會使文章出彩。如：
(定語從句) what’s more，people have easy access to the internet，which enables them to send and receive e-mails whenever they like. (2006廣東卷)
4. 巧用倒裝句、感嘆句、強調句、虛擬語氣句等
使用這些句式可使文章化平淡為生動，加強語氣，使評卷老師感受作者的強烈情感。
(倒裝句)only in this way can internet bars be well used by people. (2003 上海春季)
(感嘆句)i thought，“how hard mum is working! she must be very tired.”(2004重慶卷)
5. 巧用排山倒海句
如能運用一個個排比句、對偶句、不定式或短語，可令文章增色不少，會給評卷員眼前一亮的感覺。如：
the purpose of the programme are to make our school more beautiful，to make the air cleaner and fresher，and to turn our school into a better place for us to study and live in. (2004 福建卷)
三、謀篇方面：結構要清晰而流暢,巧用過渡詞
眾所周知，語言的最高層次不是傳統(tǒng)語法所說的句子，而是語篇。語篇指的是一系列連接的語段或句子構成的語言整體。一篇好的文章不但句子正確，要點齊全，更重要的是有效地使用了語句間的連接成分。因此，恰當使用好連接性的詞語和句子，是使作文獲得高分的一個重要因素。請仔細體會下文中的連接性詞句(用黑體標出)：
now in the country areas，there are many children out of school. the reasons can be listed as follows:
to begin with，most families are poor and can’t afford their education. as a result，they have no choice but to stay at home and make money. in addition，some parents think daughters needn’t go to school. therefore，they don’t let them go to school. finally，some children are not interested in their studies. to make matters worse，some wouldn’t like to go to school.
as far as i’m concerned，all the children including girls should be educated. besides，the whole society should pay attention to it because they’ll play an important part in the future of our country.
下列各組表示列舉或補充的短語或句式非常實用，對高考寫作很有幫助：
（1）firstly...，secondly...，thirdly...，finally...
（2）in the first place...，in the second place...，in the third place...，lastly...
（3）to begin with...，then...，furthermore...，finally...
（4）to start with...，next...，in addition...，finally...
（5）first and foremost...，besides...，last but not least...
（6）most important of all...，moreover...，finally...
如果只有兩層意思，可選用下列兩組中的任一組：
（1）on the one hand...，on the other hand...
（2）for one thing..., and for another thing...
一、遣詞方面：用詞要貼切而豐富，善用短語
詞匯是語言的建筑材料，文章的好壞，選詞很關鍵，如果用詞精湛，就會使文章“亮”起來。
1. 措辭要貼切具體
試比較下面句子：
a man is walking down the street.
a man is strolling down the street.
通過比較可以看出，前一句不如后一句表達得具體、生動。一個詞如果內(nèi)涵越具體，那么在特定的場景中恰當?shù)厥褂盟蜁盏揭庀氩坏降男Ч：芏嗤瑢W寫作時常隨便用一個很籠統(tǒng)的詞來描述一個具體事物或人，如 a nice man給人感覺很籠統(tǒng)空泛，我們可以用很多有個性的、具體的詞描繪一個人，如 generous(大方的，慷慨的)，humorous(幽默的)，smart(漂亮的，瀟灑的)，kind-hearted，warm-hearted，hospitable(好客的,招待周到的)，gentle(文雅的)，optimistic(樂觀的)，easy-going(隨和的)，spirited(英勇的)，cultivated(有教養(yǎng)的)，manly(有男子氣概的)等等。
2. 用詞要簡潔多樣
在英語寫作中，遣詞一定要避免不必要的重復，如果用詞重復，寫出的句子往往單調乏味，文章沒有感染力。用詞多樣化可以使句子表意生動，增強文章的整體表達效果。如：
chart1 shows the daily average amount of time the students of the school spend on different after-class activities. the students put the most time，93 minutes，into their homework，and next in line is watching tv，which takes up 46 minutes. they put in about the same amount of time listening to music and working on the computer，34 minutes and 30 minutes each. while 25 minutes is spent on sports only 12 minutes goes into housework...(2004北京卷)
文中運用了 “spend on” “put....into” “take up” “put in...doing” “goes into” 等一系列的不同詞語，來說明學生六項課余活動所花時間，雖然講的都是類似的情況，但沒有一個詞組是重復的。這充分體現(xiàn)了語言的運用技能，絕對可使整篇文章“亮”起來。
3. 要善于運用短語
短語用得好，會給評卷員留下深刻印象。如：
when he was a child，he wanted to learn everything.( 普通)
when he was a child，he had a strong appetite for knowledge.(高級)
4. 要避免漢語思維
用詞要符合英語習慣，避免漢語思維的影響，如某些名詞和動詞搭配已約定俗成，不能隨意打亂其搭配習慣，否則會顯得生硬和詞不達意。如漢語中的“學到知識”，英語中就不能說“learn knowledge”，而要說acquire knowledge (獲得知識) 。類似的動賓結構還有achieve success (獲得成功)，gain reputation (獲得聲譽)，attain one’s end (達到目的)等。
二、造句方面：句式要準確而多變，活用復合句
簡單句用得太多，會造成文章讀起來乏味。在評卷員看來，同樣意思的內(nèi)容，能夠運用比較復雜的句式結構來表達，當然會認為其運用語言的能力要比只會用簡單句來表達要強，評分自然就高。
1. 巧用非謂語動詞
運用非謂語動詞，可使文句看起來更簡潔，使語言更加豐富多彩，重點更加突出，增加文采。如：
i covered my ears，trying to keep the noise out，but failed. (2004廣東卷)
2. 巧用with復合結構
“with+名詞/代詞+現(xiàn)在分詞/過去分詞/形容詞/副詞/介詞”結構，常作伴隨狀語以增加被描繪內(nèi)容的生動性和情感性，使文章讀起來更簡潔明了。試比較：
i couldn’t go on studying because there was so much noise troubling me. (普通)
i couldn’t go on studying with so much noise troubling me. (高級)（2004廣東卷）
3. 巧用復合句
高考評分標準強調使用語法結構的數(shù)量和復雜性，鼓勵考生盡量使用較復雜的結構，并且對由此產(chǎn)生的錯誤采取了寬容的態(tài)度。如果恰當運用各類從句，就會使文章出彩。如：
(定語從句) what’s more，people have easy access to the internet，which enables them to send and receive e-mails whenever they like. (2006廣東卷)
4. 巧用倒裝句、感嘆句、強調句、虛擬語氣句等
使用這些句式可使文章化平淡為生動，加強語氣，使評卷老師感受作者的強烈情感。
(倒裝句)only in this way can internet bars be well used by people. (2003 上海春季)
(感嘆句)i thought，“how hard mum is working! she must be very tired.”(2004重慶卷)
5. 巧用排山倒海句
如能運用一個個排比句、對偶句、不定式或短語，可令文章增色不少，會給評卷員眼前一亮的感覺。如：
the purpose of the programme are to make our school more beautiful，to make the air cleaner and fresher，and to turn our school into a better place for us to study and live in. (2004 福建卷)
三、謀篇方面：結構要清晰而流暢,巧用過渡詞
眾所周知，語言的最高層次不是傳統(tǒng)語法所說的句子，而是語篇。語篇指的是一系列連接的語段或句子構成的語言整體。一篇好的文章不但句子正確，要點齊全，更重要的是有效地使用了語句間的連接成分。因此，恰當使用好連接性的詞語和句子，是使作文獲得高分的一個重要因素。請仔細體會下文中的連接性詞句(用黑體標出)：
now in the country areas，there are many children out of school. the reasons can be listed as follows:
to begin with，most families are poor and can’t afford their education. as a result，they have no choice but to stay at home and make money. in addition，some parents think daughters needn’t go to school. therefore，they don’t let them go to school. finally，some children are not interested in their studies. to make matters worse，some wouldn’t like to go to school.
as far as i’m concerned，all the children including girls should be educated. besides，the whole society should pay attention to it because they’ll play an important part in the future of our country.
下列各組表示列舉或補充的短語或句式非常實用，對高考寫作很有幫助：
（1）firstly...，secondly...，thirdly...，finally...
（2）in the first place...，in the second place...，in the third place...，lastly...
（3）to begin with...，then...，furthermore...，finally...
（4）to start with...，next...，in addition...，finally...
（5）first and foremost...，besides...，last but not least...
（6）most important of all...，moreover...，finally...
如果只有兩層意思，可選用下列兩組中的任一組：
（1）on the one hand...，on the other hand...
（2）for one thing..., and for another thing...