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英語寫作基礎知識普及

發布時間:2021-03-13 15:55:37

Ⅰ 學好英語首先要掌握什麼基礎知識

1、字母:26個字母的大小寫

ABCDEFGHIJKLMNOPQRSTUVWXYZ,abcdefghijklmnopqrstuvwxyz

2、語音:母音的發音

五個母音字母:AEIOU

12個單母音:

前母音:[i:] [ɪ] /e/ [æ]

中母音:[ɜ:] [ə]

後母音:[ɑ:] [ɒ] [ɔ:] [u :] [ʊ] [ʌ]

雙母音(8個) 合口雙母音(5個)[ai] [ei] [au] [əu] [ɔi] 集中雙母音(3個) [iə][εə][uə]



3、詞彙:詞彙量,近反義詞

4、句子:大小寫,標點符號

語法知識點

1名詞:名詞單復數,名詞的格

(一)名詞單復數

一般情況,直接加-s,如:book-books,bag-bags,cat-cats,bed-beds,以s. x. sh. ch結尾,加-es,如:bus-buses,box-boxes,brush-brushes,watch-watches,以「輔音字母+y」結尾,變y為i, 再加-es,如:family-families, strawberry-strawberries,以「f或fe」結尾,變f或fe為v, 再加-es,如:knife-knives。

不規則名詞復數: man-men,woman-women,policeman-policemen,policewoman-policewomen,mouse-mice child-children,foot-feet,tooth-teeth,fish-fish, people-people,Chinese-Chinese,Japanese-Japanese。

不可數名詞的復數就是原型: paper, juice,water,milk,rice,tea。

(二)名詞的格

有生命的東西的名詞所有格: 單數後加 』s 如: Lucy』s ruler my father』s shirt 。以s 結尾的復數名詞後加 』如:his friends』 bags 。不以s 結尾的復數後加 』s children』s shoes 並列名詞中,如果把 』s加在最後一個名詞後,表示共有, 如: Tom and Mike』s car 湯姆和邁克共有的小汽車。

要表示所有物不是共有的,應分別在並列名詞後加』s Tom』s and Mike』s cars 湯姆和麥克各自的小汽車。

(2)表示無生命東西的名詞通常用「 of +名詞」來表示所有關系:如:a picture of the classroom a map of China

Ⅱ 怎樣有效提高英語的基礎知識,例如語法,寫作單詞之類的。

1、首先是要認真,學習上要拘小節。
2、英語一定要多讀多背,晨讀是必須的。
3、以課本為主,課本上的單詞、片語、老師要求背的課文必須滾瓜爛熟。課本上的語法點必須搞得一清二楚,課後習題每一道都做一遍。
4、弄個糾錯本,把每次考試、作業做錯的題目都抄下來,把錯的地方也抄下來,再用紅筆訂正。以後每次考前都看一遍,會很有用。記住聰明人不應犯同樣的錯誤。
5、只要你肯努力,想考好並不難的。

Ⅲ 英語作文 掌握基礎知識和創新誰更重要

?題目
英語作文討論一下說與做誰更重要.
尛佐佐001E3 英語 2014-11-13
網路作業幫是干什麼的呢?讓我來告訴你
優質解答
We all know that there is a vivid saying,that is ,it is easier to say than done,which demonstrate the impotance of what you do.
I totally agree to this point.Many of us may make a resolution to do this or that,however,seldom of which really make it.It takes time and effort to make your deams come true.
So it is obvious that what you do is much more impotant than what you say.And only when you finish the task can you make what you say come true.

Ⅳ 怎麼才能把英語寫作基礎靠過啊

呵呵 可以考過的
談談如何提高英語寫作能力

關鍵詞:英語寫作能力 原則 方法
引言:英語寫作能力是英語聽、說、讀、寫四種基本能力之一,英語寫作能有效地促進語言知識的內化。Swain(1985)提出「可理解輸出」假設,認為包括寫在內的語言產生性運用有助於學習者檢驗目的語句法結構和詞語的使用,促進語言運用的自動化,有效地達到了語言習得的目的。通過寫作,英語知識不斷得到鞏固並內在化,有利於英語技能的全面發展。但是,英語寫作又是廣大英語學習者最感頭痛的問題之一,且容易被教師忽視,筆者以為如何提高英語寫作能力值得我們認真研究。本文就此談談初淺的看法。
一、提高英語寫作能力的原則
(一)漸進性原則。要堅持「句—段—篇」的訓練程序,由易到難,循序漸進。在英語寫作的初始階段,要始終注意培養學生良好的寫作習慣,狠抓基本功訓練。在學生掌握了基本句型並能寫出簡單句子後,再要求學生根據一些體例寫出小段的文章。在段落寫作中要引導學生分析段落的結構、段落的中心句、句與句之間的邏輯關系、寫作手法等,這樣有利於下一步一篇文章的寫作。在文章寫作中要教會學生如何構思文章、如何運用正確的寫作技巧等。
(二)多樣性原則。要堅持訓練形式的多樣化及寫作文體的多樣性。從形式上而言,可以用回答提問的口頭作文,也可以用續寫故事;可以改寫課文,也可以仿寫課文;可以寫提綱訓練謀篇布局,也可以寫拓展段訓練發散思維……。從文體上而言,可以寫說明文、議論文、記敘文,也可以寫書信、便條、通知等實用文體。
(三)結合性原則。要堅持聽說讀訓練和寫訓練相結合。根據語言習得理論,學習者在學習時常先通過聽和讀吸取語言知識,從而了解別人的思想,再通過說和寫來表達自己的思想,讓別人了解自己。大量的聽說訓練能促進讀寫能力的提高。因此,寫與聽說讀緊密結合,進行多元化的能力訓練,可使學生的各項能力互相影響、互相滲透、互相促進。
(四)控制性原則。要堅持寫作前的指導,控制學生的漢語語言思維,發展英語語言思維。語言學習在很大程度上主要是模仿,而非隨心所欲地自由表達。教師要加強寫作前的指導,可給出範文讓學生模仿,以熟悉其語篇結構。同時要控制其漢語語言思維,盡可能讓學生習慣英語語言思維,以便於學生學習和掌握地道、正確的英語。
(五)持久性原則。要堅持長期、正確的寫作訓練。英語寫作能力的提高並非一朝一夕之事,而是一個長期的、艱巨的、漸進的過程。這就要求教師、學生都要有充分的思想准備,要有堅韌不拔的意志和必勝的信心。
二、提高英語寫作能力的方法。
(一)通過積累詞彙量,提高英語寫作能力。猶如土木磚石是建築的材料一樣,詞彙是說話寫作的必需材料,也是制約寫作能力提高的瓶頸。可以想像,如果要寫一個句子,10個單詞有8個單詞拼寫錯誤或拼寫不出,有2
個單詞用法不當,又怎麼能清楚地表達自己的思想呢?因此,在平時的教學中要強調學生記憶單詞,記住單詞的拼讀、用法、意思等。記憶單詞的方法有很多,各人有各人的記憶方法和習慣,可因人而異。教師可通過要求學生朗讀單詞、聽寫單詞、默寫單詞、遣詞造句、詞彙競賽等多種方法促進學生記單詞。記憶單詞是一個長期的反復的過程,要長期地堅持下去,才能不斷積累大量的詞彙,為英語寫作打下堅實的基礎。
(二)通過擴大閱讀量,提高英語寫作能力。古人雲「熟讀唐詩三百首,不會作詩也會吟」,這是漢語的一種學習方法,同樣可借鑒於英語寫作。多閱讀是學生增加接觸英語語言材料、接受信息、活躍思維、增長智力的一種途徑,同時也是培養學生英語思維能力、提高理解力、增強語感、鞏固和擴大詞彙量的一種好方法,有利於促進英語寫作能力的提高。在閱讀訓練中,教師要注意以下問題:一是指導閱讀方法,分析文章結構、中心思想、段落中心句、寫作方法等,幫助學生掌握各類文章的結構及寫作方法。二要精讀與泛讀相結合,通過推敲優秀的文章來學會寫作方法和選詞用詞;通過大量的泛讀來吸取信息量,擴大詞彙量。三要擴大閱讀量。提供閱讀的材料涉及面要廣,才能不斷擴大學生的知識面,使學生適應各種題材的寫作。
(三)通過提高聽說能力,提高英語寫作能力。英語聽說讀寫四種能力是相互影響、相互促進的,提高聽說能力必定會促進寫作能力的提高。要提高聽說能力關鍵在於創設一個良好的英語環境。教師要盡可能地用英語授課,多開展專門的聽說訓練,同時開展豐富多彩的課外英語活動,讓學生沉浸在英語海洋中去領略、去體會、去使用英語,久而久之,學生自然能使用正確的、地道的英語進行交談與寫作。
(四)通過重視寫作過程,提高英語寫作能力。長期以來,英語寫作成果教學法(THE PRODUCT
APPROACH)在我國居於主導地位,教師根據寫作的終成品來判斷寫作的成敗,重視寫作的技術性細節(如格式、拼寫、語法等),忽視寫作過程的指導。根據D.Rumechart和J.McClelland提出的連通論(Connectionism)理論,寫作包括寫前階段、具體寫作、文章修改三個基本過程,這三個過程並非是線性排列,而是循環往復,穿插進行的。教師只有重視加強對寫作三個過程的指導,才能更好地提高英語寫作能力。在寫作前階段,教師重在指導學生如何挖掘題材,訓練發散性思維,以及如何選擇材料、謀篇布局等。在具體寫作中,教師重在指導學生如何緊扣主題、運用正確的寫作方法等。在文章修改中,教師重在指導學生如何修改語法及用詞的錯誤。
(五)通過多寫英語摘要,提高英語寫作能力。英語摘要是把一篇文章的要點摘錄出來,用自己的語言使之獨立成一篇短文,這不是簡單的摘錄,而是忠於原文意思的再創作。寫英語摘要有利於學生了解原文的文化背景、理解原文的中心意思、弄清原文的篇章結構,從而提高學生的邏輯思維能力和謀篇布局能力。
(六)通過發展英語語言思維能力,提高英語寫作能力。英語寫作是運用已掌握的內在化語言知識和表達方法,通過思維進行外在化輸出的創作,因此英語語言思維能力在英語寫作中作用非凡。對於我國學生而言,在英語寫作中易受漢語語言思維的影響,難以直接用英語語言進行思維,不利於英語寫作能力的提高,因此發展其英語語言思維能力尤為重要。教師要注意對學生的英語語言思維進行多方位、多角度的訓練:要採取各種方法訓練學生英語語言思維的廣闊性、深刻性、發散性和創造性;要教會學生用英語思考問題、回答問題;要從訓練形象思維開始,逐步過渡到抽象思維訓練;在課文講解中要盡可能不用漢語翻譯而用英語解釋,消除漢語思維的影響;要努力創設良好的英語環境,在英語交際中發展英語思維能力。

寫好英語段落的三個標准

首先,一個段落必須有一個中心即主題思想,該中心由主題句特別是其中的題旨來表達。整個段落必須緊扣這個主題(stick or hold to the topic),這就是段落的統一性(unity)。其次,一個段落必須有若干推展句,使主題思想得到充分展開,從而給讀者一個完整的感覺,這就是完整性(completeness or adequateness)。再者,一個段落不是雜亂無章的,而是有機的組合,句子的排列順序必須合乎邏輯,從一個句子到另一個句子的過渡必須流暢(smooth),這就是連貫性(coherence)。下面我們就對這三個標准分別加以說明。
1、統一性
一個段落內的各個句子必須從屬於一個中心,任何游離於中心思想之外的句子都是不可取的。請看下例:
Joe and I decided to take the long trip we'd always wanted across the country. We were like young kids buying our camper and stocking it with all the necessities of life. Bella bakes the best rhubarb pie. We started out in early spring from Minneapolis and headed west across the northern part of the country. We both enjoyed those people we met at the trailer park. Joe received a watch at his retirement dinner. To our surprise, we found that we liked the warm southern regions very much, and so we decided to stay here in New Mexico.
本段的主題句是段首句,controlling idea(中心思想)是take the long trip across the country.文中出現兩個irrelevant sentences,一個是Bella bakes the best rhubarb pie,這一段是講的是Joe and I ,中間出現一個Bella是不合適的。還有,Joe received a watch at his retirement dinner這一句更是與主題句不相關。考生在四級統考的作文卷上常常因為造出irrelevant sentences(不相關語句)而丟分,值得引起注意。再看一個例子:
My name is Roseanna, and I like to keep physically fit. I used to weigh two hundred pounds, but I joined the YMCA for an exercise class and diet program. In one year I lost eighty pounds. I feel much better and never want to have that much weight on my five-feet frame again. I bought two new suitcases last week. Everyday I practice jogging three miles, swimming fifteen laps, lifting twenty-pound weights and playing tennis for one hour. My mother was a premature baby.
本段的controlling idea 是like to deep physically fit,但段中有兩個irrelevant sentences,一個是I bought two new suitcases last week,另一個是My mother was a premature baby.
從上面兩個例子可以看出,native speakers同樣會造出來irrelevant sentences.卷面上如果這種句子多了,造成偏題或離題,那問題就更嚴重了。
2、完整性
正象我們前面說得那樣,一個段落的主題思想靠推展句來實現,如果只有主題句而沒有推展句來進一步交待和充實,就不能構成一個完整的段落。同樣,雖然有推展句,但主題思想沒有得到相對圓滿的交待,給讀者一種意猶未盡的感覺。這樣的段落也不能完成其交際功能。例如:
Physical work can be a useful form of therapy for a mind in turmoil. Work concentrates your thoughts on a concrete task. Besides, it is more useful to work —— you proce something rather than more anxiety or depression.
本段的主題句是段首句。本段的兩個推展句均不能回答主題句中提出的問題。什麼是「a mind in turmoil」(心境不平靜)Physical work又如何能改變這種情況?為什麼它能起therapy的作用?讀者得不到明確的答案。由於四級統考的作文部分只要求寫一篇100~120個詞的三段式短文,每一段只有大約40個詞左右,因此,要達到完整就必須盡可能地簡明。例如:
It is not always true that a good picture is worth a thousand words. Often writing is much clearer than a picture. It is sometimes difficult to figure out what a picture means, but a careful writer can almost always explain it.
段首句所表達的主題思想是一種看法,必須有具體事例加以驗證。上述兩個推展句只是在文字上對主題作些解釋,整個段落內容空洞,簡而不明。如果用一兩個具體的例子的話,就可以把主題解釋清楚了。比如下段:
It is not always true that a picture is worth a thousand words. Sometimes, pictures are pretty useless things. If you can't swim and fall in the river and start gulping water, will you be better off to hold up a picture of yourself drowning, or start screaming 「Help」?
3、連貫性(coherence)
連貫性包括意連和形連兩個方面,前者指的是內在的邏輯性,後者指的是使用轉換詞語。當然這兩者常常是不可分割的。只有形連而沒有意連,句子之間就沒有內在的有機的聯系;反之,只有意連而沒有形連,有時行文就不夠流暢。
1)、意連
段落中句子的排列應遵循一定的次序,不能想到什麼就寫什麼。如果在下筆之前沒有構思,邊寫邊想,寫寫停停,那就寫不出一氣呵成的好文章來。下面介紹幾種常見的排列方式。
A.按時間先後排列(chronological arrangement)
We had a number of close calls that day. When we rose, it was obviously late and we had to hurry so as not to miss breakfast; we knew the dining room staff was strict about closing at nine o'clock. Then, when we had been driving in the desert for nearly two hours —— it must have been close to noon —— the heat nearly hid us in; the radiator boiled over and we had to use most of our drinking water to cool it down. By the time we reached the mountain, it was our o'clock and we were exhausted. Here, judgement ran out of us and we started the tough climb to the summit, not realizing that darkness came suddenly in the desert. Sure enough, by six we were struggling and Andrew very nearly went down a steep cliff, dragging Mohammed and me along with him. By nine, when the wind howled across the flat ledge of the summit, we knew as we shivered together for warmth that it had not been our lucky day.
本段從「rose」(起床)寫起,然後是吃早餐(「not to miss breakfast」, 「closing at nine o'clock」),然後是「close to noon」,一直寫到這一天結束(「By nine——」)。
B. 按位置遠近排列(spatial arrangement)。例如:
From a distance, it looked like a skinny tube, but as we got closer, we could see it flesh out before our eyes. It was tubular, all right, but fatter than we could see from far away. Furthermore, we were also astonished to notice that the building was really in two parts: a pagoda sitting on top of a tubular one-story structure. Standing ten feet away, we could marvel at how much of the pagoda was made up of glass windows. Almost everything under the wonderful Chinese roof was made of glass, unlike the tube that it was sitting on, which only had four. Inside, the tube was gloomy, because of the lack of light. Then a steep, narrow staircase took us up inside the pagoda and the light changed dramatically. All those windows let in a flood of sunshine and we could see out for miles across the flat land.
本段的寫法是由遠及近,從遠處(「from a distance」)寫起,然後「get closer」,再到(「ten feet away」),最後是「inside the pagoda」……當然,按位置遠近來寫不等於都是由遠及近。根據需要,也可以由近及遠,由表及裡等等。
C. 按邏輯關系排列(logical arrangement)
a. 按重要性順序排列(arrangement in order of importance)
If you work as a soda jerker, you will, of course, not need much skill in expressing yourself to be effective. If you work on a machine, your ability to express yourself will be of little importance. But as soon as you move one step up from the bottom, your effectiveness depends on your ability to reach others through the spoken or the written word. And the further away your job is from manual work, the larger the organization of which you are an employee, the more important it will be that you know how to convey your thoughts in writing or speaking. In the very large business organization, whether it is the government, the large corporation, or the Army, this ability to express oneself is perhaps the most important of all the skills a man can possess.
這一段談的是表達能力,它的重要性與職業,身份有關,從「not need much skill」或「of little importance」到「more important」,最後是「most important」。
b.由一般到特殊排列(general-to-specific arrangement)
If a reader is lost, it is generally because the writer has not been careful enough to keep him on the path. This carelessness can take any number of forms. Perhaps a sentence is so excessively cluttered that the reader, hacking his way through the verbiage, simply doesn't know what it means. Perhaps a sentence has been so shoddily constructed that the reader could read it in any of several ways. Perhaps the writer has switched tenses, or has switched pronouns in mid-sentence, so the reader loses track of when the action took place or who is talking. Perhaps sentence B is not logical sequel to sentence A —— the writer, in whose head the connection is clear, has not bothered to provide the missing link. Perhaps the writer has used an important word incorrectly by not taking the trouble to look it up. He may think that 「sanguine」 and 「sanguinary」 mean the same thing, but the difference is a bloody big one. The reader can only infer what the writer is trying to imply.
這一段談的是a writer's carelessness,先給出一個general statement作為主題句,然後通過5個 」perhaps」加以例證。
c. 由特殊到一般排列(specific-to-general arrangement)
I do not understand why people confuse my Siamese cat, Prissy, with the one I had several years ago, Henry. The two cats are only alike in breed. Prissy, a quiet, feminine feline, loves me dearly but not possessively. She likes to keep her distance from people, exert her independence and is never so rude as to beg, lick, or sniff unceremoniously. Her usual posture is sitting upright, eyes closed, perfectly still. Prissy is a very proper cat. Henry, on the other hand, loved me dearly but possessively. He was my shadow from morning till night. He expected me to constantly entertain him. Henry never cared who saw him do anything, whether it was decorous or not, and he usually offended my friends in some way. The cat made himself quite comfortable, on the top of the television, across stranger's feet or laps, in beds, drawers, sacks, closets, or nooks. The difference between them is imperceptible to strangers.
本段的主題句是段首句,它僅提出一個問題:為什麼兩只貓會被搞混。然後對兩者進行比較,末句才下結論。
2)、形連
行文的邏輯性常常要靠適當的轉換詞語及其他手段來實現。請讀下面這一段文字並找出文中用以承上啟下的詞語:
Walter's goal in life was to become a successful surgeon. First, though, he had to get through high school, so he concentrated all his efforts on his studies —— in particular, biology, chemistry, and math. Because he worked constantly on these subjects, Walter became proficient in them; however, Walter forgot that he needed to master other subjects besides those he had chosen. As a result, ring his junior year of high school, Walter failed both English and Latin. Consequently, he had to repeat these subjects and he was almost unable to graate on schele. Finally, on June 6, Walter achieved the first step toward realizing his goal.
本文中起承上啟下的詞語有兩種,一種是轉換詞語(transitional words or phrases),另一種是起轉換作用的其他連接手段(linking devices)。前者依次有:first, though, so, in particular, and, because, however, besides, as a result, both…and, consequently, and, finally.後者依次是:he, he, his, his, he, these, them, he, those, his, he, these, his. 本段中共有詞彙105個,所使用的轉換詞語及其他連接用語共26個詞,約占該段總詞彙量的四分之一。由此可見,掌握好transitions不僅對行文的流(smoothness)有益,而且對於學生在半個小時內寫足四級短文所要求的120個詞也是不無好處的。
一個段落里如果沒有transitions也就很難有coherence了。我們看下面一個例子:Speaking and writing are different in many ways. Speech depends on sounds. Writing uses written symbols. Speech developed about 500 000 years ago. Written language is a recent development. It was invented only about six thousand years ago. Speech is usually informal. The word choice of writing is often relatively formal. Pronunciation and accent often tell where the speaker is from. Pronunciation and accent are ignored in writing. A standard diction and spelling system prevails in the written language of most countries. Speech relies on gesture, loudness, and rise and fall of the voice. Writing lacks gesture, loudness and the rise and fall of the voice. Careful speakers and writers are aware of the differences.
本段中除了第6句開頭出現一個起過渡作用的」it」之外,沒有使用其他的過渡詞語。這樣,文中出現許多重復的詞語,全段讀起來也顯得生硬而不自然。如果加上必要的過渡詞語來修飾的話,這一段就成了下面一個流暢連貫的段落:
Speaking and writing are different in many ways. Speech depends on sounds; writing, on the other hand, uses written symbols. Speech was developed about 500 000 years ago, but written language is a recent development, invented only about six thousand years ago. Speech is usually informal, while the word choice of writing, by contrast, is often relatively formal. Although pronunciation and accent often tell where the speaker is from, they are ignored in wiring because a standard diction and spelling system prevails in most countries. Speech relies on gesture, loudness, and the rise and fall of the voice, but writing lacks these features. Careful speakers and writers are aware of the differences.
4、有損連貫性的幾種情況:
考生在寫作中經常出現下面幾種錯誤:
1、不必要的改變時態,比如:
In the movie, Robert Redford was a spy. He goes to his office where he found everybody dead. Other spies wanted to kill him, so he takes refuge with Julie Christie. At her house, he had waited for the heat to die down, but they come after him anyway.
2、不必要的改變單復數,比如:
Everybody looks for satisfaction in his life. They want to be happy. But if he seeks only pleasure in the short run, the person will soon run out of pleasure and life will catch up to him. They need to pursue the deeper pleasure of satisfaction in work and in relationships.
3、不必要的改變人稱,比如:
Now more than ever, parents need to be in touch with their children's activities because modern life has the tendency to cause cleavages in the family. You need to arrange family like it so that family members will do things together and know one another. You need to give up isolated pleasures of your own and realize that parents have a set of obligations to sponsor togetherness and therefore sponsor knowledge.
因此寫作中,一定要注意時態,人稱以及數的變化是否正確,要注意保持一致。

Ⅳ 要一篇關於基礎知識重要性的英語作文在100字左右,最好帶翻譯!急急

With the fast development of our society, life-long learning has become very important for everyone. This is because one needs lo acquire new knowledge continuously in order to meet the needs of his work. There are several ways for one to learn life-long. One way is to take a part-time ecation program. That means, one is studying part time while he is working. The program could be at undergraate level or graate level. The second way is to study by yourself. You can learn whatever you need for your work on your own. You can learn from books, from TV programs or from radio. I think that life-long learning is very necessary to us. We can choose either of the two ways mentioned above, It depends on your personal preference and interest. I prefer the first one because this kind of learning is systematic and formal. With the help of the teachers, it is easier to learn and quicker to get what you need for your work.
翻譯如下:
隨著社會的快速發展,終身學習已成為對每個人來說都非常重要。這是因為人需要不斷獲得新知識,以滿足工作的需要。有幾種方式給一個終生的學習。一種方法是採取兼職教育項目。這意味著從事他正在研究部分。這個項目可能在本科生或研究生水平。第二種方法是研究自己。你可以為你自己工作學習任何你需要的。你可以從書中學習,從電視節目或收音機。我認為終身學習對我們是非常必要的。我們可以選擇上述兩種方法中的任何一個,這取決於你的個人喜好和興趣。我更喜歡第一個,因為這種學習是系統的、正式的。在老師的幫助下,更容易學習和更快地得到你需要你的工作。

Ⅵ 淺談如何做好初中英語寫作入門教學

但是,目前學生的總體英語寫作水平較低,對英語毫無興趣。寫作時要麼東拼西湊回、忙頭無緒;要麼寥答寥數語、書寫潦草、語法錯誤百出,使教師無法辨認。以上種種現象都是英語作文入門工作沒有做好,沒有養成正確的書寫習慣。所以,英語寫作既是對學生能力的一個挑戰,也是對英語教師教學的一個挑戰。那麼,英語寫作入門應從哪幾個方面著手呢?一、學好課本基礎知識,從模仿入手初中是學習英語的關鍵階段,該階段學生的模仿能力很強,所以首先要指導學生模仿寫作。課本基礎知識包括常用單詞、短語、基本句型、對話及片段等,由於學生長期受漢語的影響,初學者最容易寫漢語式英語,即Chinese English,這其實是英語語序同漢語的差別,究其原因就是基本句型沒有學好,所以,教師應狠抓單詞、基本句型的教學,初學者應多背誦書中的對話及短文,力求都會默寫,只有這樣,例句才能在心中生根發芽。然後再根據學習進度和學習內容讓學生模仿寫作。總之,模仿是英語寫作的基礎。

Ⅶ 英語最基本的知識

英語句子成分結構詳解
定語 | 狀語 | 賓語 | 補語 | 同位語 | 獨立成分 | 分詞獨立結構
一、英語語句基本結構分析:
>> 主謂賓結構:

主語:可以作主語的成分有名詞(如boy),主格代詞(如you),動詞不定式,動名詞等。主語一般在句首。注意名詞單數形式常和冠詞不分家!

謂語:謂語由動詞構成,是英語時態、語態變化的主角,一般在主語之後。不及物動詞(vi.)沒有賓語,形成主謂結構,如:We come.

賓語:賓語位於及物動詞之後,一般同主語構成一樣,不同的是構成賓語的代詞必須是『代詞賓格』,如:me,him,them等

例:The boy needs a pen.主語the boy,謂語needs(need的第三人稱單數形式),賓語a pen.
>> 主系表結構:

主語:同『主謂賓』結構。
聯系動詞(Link verb):be動詞(am,is,are,was,were,have been);其他聯系動詞如:become成為,turn變成,go變。其特點是聯系動詞與其後的表語沒有動賓關系,表語多為形容詞或副詞,既,不可能是賓語。

表語:說明主語的狀態、性質、等。可為形容詞、副詞、名詞、代詞、不定式、分詞。當聯系動詞不是be,而其後是名詞和代詞時,多表達『轉變為』之意,注意與動賓關系的區別。

感官動詞多可用作聯系動詞:look well/面色好,sound nice/聽起來不錯,feel good/感覺好,smell bad/難聞

例:Tom is a boy.(Tom是個男孩)/主語為Tom,系詞為be動詞的第三人稱單數is,表語為a boy
>> There be 結構:

There be 表示『存在有』。這里的there沒有實際意義,不可與副詞『there那裡』混淆。

此結構後跟名詞,表示『(存在)有某事物』

試比較:There is a boy there.(那兒有一個男孩。)/前一個there無實意,後一個there為副詞『那裡』。

二、定語:定語是對名詞或代詞起修飾、限定作用的詞、短語或句子,漢語中常用『……的』表示。 返回
定語通常位於被修飾的成分前。若修飾some,any,every,no構成的復合不定代詞時,(如:something、nothing);或不定式、分詞短語作定語、從句作定語時,則定語通常置後。副詞用作定語時須放在名詞之後。
形容詞作定語:
The little boy needs a blue pen.(little修飾名詞boy;blue修飾名詞pen.)/小男孩需要一支蘭色的鋼筆。
Tom is a handsome boy./Tom是個英俊的男孩。
There is a good boy./有個乖男孩。
數詞作定語相當於形容詞:Two boys need two pens./兩個男孩需要兩支鋼筆。
The two boys are students./這兩個男孩是學生。
There are two boys in the room./房間里有兩個男孩。

代詞或名詞所有格作定語:
His boy needs Tom\'s pen./他的男孩需要Tom的鋼筆。
His name is Tom./他的名字是湯姆。
There are two boys of Toms there./那兒有Tom家的兩個男孩。

介詞短語作定語:
The boy in the classroom needs a pen of yours./教室里的男孩需要你的一支鋼筆。
The boy in blue is Tom./穿蘭色衣服的孩子是湯姆。
There are two boys of 9,and three of 10./有兩個9歲的,三個10歲的男孩。

名詞作定語:
The boy needs a ball pen./男孩需要一支圓珠筆。
It is a ball pen./這是一支圓珠筆。
There is only one ball pen in the pencil box./這鉛筆盒裡只有一支圓珠筆。

副詞作定語:
The boy there needs a pen./那兒的男孩需要一支鋼筆。
The best boy here is Tom./這里最棒的男孩是Tom。

不定式作定語:
The boy to write this letter needs a pen./寫這封信的男孩需要一支鋼筆。
The boy to write this letter is Tom./將要寫這封信的男孩是湯姆。
There is nothing to do today./今天無事要做。

分詞(短語)作定語:
The smiling boy needs a pen bought by his mother./那個微笑的男孩需要一支他媽媽買的鋼筆。
The pen bought by her is made in China./她買的筆是中國產的。
There are five boys left./有五個留下的男孩。

定語從句:
The boy who is reading needs the pen which you bought yesterday./那個在閱讀的男孩需要你昨天買的鋼筆。
The boy you will know is Tom./你將認識的男孩叫湯姆。
There are five boys who will play the game./參加游戲的男孩有五個。

三、狀語:狀語修飾動詞、形容詞、副詞或全句,說明方式、因果、條件、時間、地點、讓步、方向、程度、目的等。 返回
狀語在句子中的位置很靈活,常見情況為:通常在句子基本結構之後,強調時放在句首;修飾形容詞或副詞時,通常位於被修飾的詞之前;表示時間、地點、目的的狀語一般位於句子兩頭,強調時放在句首,地點狀語一般須在時間狀語之前;一些表示不確定時間(如:often)或程度(如:almost)的副詞狀語通常位於be動詞、助動詞、情態動詞之後,動詞之前。
有時狀語在句中的某個位置會引起歧義,應注意,如:The boy calls the girl in the classroom.一般理解成『男孩喊教室里的女孩『(此時in the classroom為girl的定語),也可以理解為『男孩在教室里喊女孩』(此時in the classroom為地點狀語),最好寫作『In the classroom,the boy calls the girl.\'
副詞(短語)作狀語:
The boy needs a pen very much./男孩非常需要一支鋼筆。(程度狀語)
The boy needs very much the pen bought by his mother./男孩非常需要他母親買的那支鋼筆。(賓語較長則狀語前置)
The boy really needs a pen./男孩真的需要一支鋼筆。(程度狀語)
The boy needs a pen now./Now,the boy needs a pen./The boy,now,needs a pen./男孩現在需要一支鋼筆。(時間狀語)

介詞短語作狀語:In the classroom,the boy needs a pen./在教室里,男孩需要一支鋼筆。(地點狀語)
Before his mother,Tom is always a boy./在母親面前,湯姆總是一個男孩子.(條件狀語)
On Sundays,there is no student in the classroom./星期天,教室里沒有學生.(時間狀語)

分詞(短語)作狀語:
He sits there,asking for a pen./他坐在那兒要一支筆。(表示伴隨狀態)
Having to finish his homework,the boy needs a pen./因為不得不完成作業,男孩需要一支筆。(原因狀語)
Frightened,he sits there soundlessly./(因為)受了驚嚇,他無聲地坐在那兒。(原因狀語)

不定式作狀語:
The boy needs a pen to do his homework./男孩需要一支筆寫家庭作業。(目的狀語)
To make his dream come true,Tom becomes very interested in business./為實現夢想,湯姆變得對商業很有興趣.

名詞作狀語:
Come this way!/走這條路!(方向狀語)

狀語從句:
時間狀語從句
地點狀語從句
原因狀語從句
結果狀語從句
目的狀語從句
比較狀語從句
讓步狀語從句
條件狀語從句

四、直接賓語和間接賓語: 返回
>>>特殊的同源賓語現象: fight a fight , dream a dream , etc.

有些及物動詞可以有兩個賓語,如:give給,pass遞,bring帶,show顯示。這兩個賓語通常一個指人,為間接賓語;一個指物,為直接賓語。間接賓語一般位於直接賓語之前。

一般的順序為:動詞 + 間接賓語 + 直接賓語。如:Give me a cup of tea,please.
強調間接賓語順序為:動詞 + 直接賓語 + to + 間接賓語。如:Show this house to Mr.Smith.
若直接賓語為人稱代詞:動詞+ 代詞直接賓語 + to + 間接賓語。如:Bring it to me,please.
五、賓語補足語:位於賓語之後對賓語作出說明的成分。賓語與其補足語有邏輯上的主謂關系,它們一起構成復合賓語。 返回

名詞/代詞賓格 + 名詞
The war made him a soldier./戰爭使他成為一名戰士.
名詞/代詞賓格 + 形容詞
New methods make the job easy./新方法使這項工作變得輕松.

名詞/代詞賓格 + 介詞短語
I often find him at work./我經常發現他在工作.

名詞/代詞賓格 + 動詞不定式
The teacher ask the students to close the windows./老師讓學生們關上窗戶.

名詞/代詞賓格 + 分詞
I saw a cat running across the road./我看見一隻貓跑過了馬路.

六、同位語: 返回

同位語是在名詞或代詞之後並列名詞或代詞對前者加以說明的成分,近乎於後置定語。如:
We students should study hard. / (students是we的同位語,都是指同一批『學生』)
We all are students. / (all是we的同位語,都指同樣的『我們』)

七、獨立成分:有時句子中會有一些與句子沒有語法聯系的成分,稱為句子獨立成分(注意:區別於分詞獨立結構)。 返回

感嘆詞:oh,hello,aha,ah,等。
肯定詞yes
否定詞no
稱呼語:稱呼人的用語。
插入語:一些句中插入的 I think , I believe,等。
如: The story,I think,has never come to the end./我相信,這個故事還遠沒結束.
情態詞,表示說話人的語氣(多作為修飾全句的狀語):perhaps也許,maybe大概,acturely實際上,certainly當然,等。

八、分詞獨立結構:分詞作狀語時其邏輯主語與句子的主語一致! 否則應有自己的邏輯主語,構成分詞獨立結構。 返回
例:
錯句:Studying hard,your score will go up.
正確:(1) Studying hard,you can make your score go up. 或 (2)If you study hard,your score will go up.
解析:錯句中分詞studying沒有自帶邏輯主語,則其邏輯主語就是句子的主語,既your score . 顯然做study的應是人,不應是your score(分數). 正確句(1)更正了句子的主語,使其與分詞邏輯主語一致( 同為you );正確句(2)則使用條件分句帶出study的主語,(不過已經不是分詞結構了).

分詞獨立結構常省略being,having been.不過『There being...』的場合不能省略.
如:
Game (being) over,he went home.
He stands there,book (being) in hand.

獨立結構還可用with、without引導,作狀語或定語。這種結構不但可以用分詞,還可以用不定式、形容詞、介詞短語、副詞或名詞等。
如:
With nothing to do,he fell asleep soon./無事可做,他很快就睡著了。
The teacher came in,with glasses on his nose./老師進來了,戴著一付眼鏡。(注意,此句on his nose不可省略!)

Ⅷ 英語寫作入門:怎樣寫短文

怎樣寫短文,作者(美)麥考爾(McCall,J.),上海譯文出版社出版。

基本信息
譯 者
馮奇
叢 書
英語版寫作入門
ISBN
9787532735945
出版社
上海權譯文出版社
作 者
(美)麥考爾(McCall,J.)

頁 數
120
出版時間
2005-1
裝 幀
平裝
定 價
10.00

目錄
1內容介紹

折疊編輯本段內容介紹
本書主要針對在校各年級大學生和具有中等以上水平的廣大英語寫作愛好者。專門為使用者打牢英語寫作基礎,掌握英語寫作技巧,提高英語寫作水平而設計,著力解決英語寫作中的重點、難點和易忽視的問題。
本書自成體系,囊括各種常用體裁,寫作風格趨於一致,闡釋詳盡。不僅為寫作者詳細講析英語寫作必備的基本知識、技能技巧,綜述英語寫作歷史及其特點,界定和區分各種文體,而且還充分進解並展示了從寫前准備到起草,從修改到定稿以及校對等整個寫作過程。
本書語言地道、簡單、通俗、流暢、易懂,讀之琅琅上口,猶如與他人面對面交流。同時,附有言簡意賅的導語和詳盡的文化點、語言點、疑難點注釋。因此,這套叢書既可作為英語寫作的基礎教材,亦可作為拓展英語知識面、提升英語水平的課外讀物。

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