高中英语文章结构

标准的教案步骤课题 The title授课时间 Time教学目的 Teaching Objectives教学重点 Teaching focus教学过程 Teaching procedures1.问候：Greetings2.复习：Revision3.新课导入 Lead-in4.文章背景介绍 TheIntroduction of the Background Information5.课文详细分析 Text Analysis：1）文章体裁 Styleof the text2）文章结构 Structure ofthe text3) 文章内容详解（如对重要语言点、语法点、主旨思想、写作手法等的分析）The detailed analysis ofthe text (the analysis of the importantlanguage points,grammatic points,theme andwriting devices)教学内容 Teaching Content教学方法、手段及时间分配 Teaching Method and Time Arrangement课堂小结和教学反馈 Conclusion and the Feedback作业 Assignment板书设计 Blackboard Design教学反思 Teaching Reflection

但如何帮助学生真正理解复杂结构，并从整篇作文的角度来定位好的句子呢？我们很难给复杂结构下个确切的定义，但可从以下几个方面探讨对“复杂结构”的理解。 1. 简单句也可能成为好句子 （1）恰当的形容词、副词——表达意见，情感流露的载体。例如： It turned into a quarrel. → It turned into a horrible/terrible/fierce quarrel. 虽然只是添加了一个形容词，但quarrel 的程度、作者的态度和场景的再现更好地表现了出来。又如： They began to quarrel. → They began to quarrel with each other blindly/furiously. （2）同位语——精巧完善欲达之意。例如： Li Jiang, who is Su Hua's classmate, is also to blame. → Li Jiang, Su Hua's classmate, is also to blame. 定语从句固然带来了复杂结构，但简洁明了是行文的基本要求，该惜墨处勿泼墨。又如： The boy went back home and was full of fear. → The boy went back home, full of fear. 形容词短语full of fear作状语的表达既简洁明了，又生动形象。 （3）评注性状语——娓娓道来，突出了写作的交际性。例如： It was Su's fault but Li was also to blame. → To be honest/To be frank, it was Su's fault but Li was also to blame. 评注性状语是插入语的一种，它与状语很接近，但它并不修饰谓语或其他词，而是对整个句子进行解释或说明，表明说话人的看法或态度，给读者以娓娓道来之感。又如： To be short, it is everyone's responsibility to keep the world clean. （4）非谓语结构——简洁生动之美。例如： Sandy struck the USA and caused great damage to the infrastructure. → Sandy struck the USA, causing great damage to the infrastructure. 非谓语结构是丰富句子的有效结构，书面性强，表达更为生动。又如： After I finished my homework, I often relaxed myself by playing computer games. → Having finished my homework, I often relaxed myself by playing computer games. （5）被动语态——地道之美。例如： Some people say this kind of milk contains different levels of nutrients. → This kind of milk is said to contain different levels of nutrients. → It is said that this kind of milk contains different levels of nutrients. 受母语负迁移的影响，学生在表达动作发出者不明确时常用主动语态表达，有中式英语之嫌；而使用被动结构却能给句子带来地道英语之美。又如： People believe that mutual understanding contributes to a permanent friendship. → It is generally believed that mutual understanding contributes to a permanent friendship. 2. 复杂自有其道 （1）复合句——长短之变，节奏之美。例如： Su Hua and Li Jiang played basketball on the playground. They both jumped up to catch the flying ball. → Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying ball. 复合句使用了定语从句、状语从句，明确了概念的外延，增大了概念的内涵，逻辑性强。再有，长短句结构交替使用后，语句内部抑扬顿挫的节奏感就出来了，从而使文章流畅自然，生动活泼。 （2）倒装句——强化情感，让句子结构趋于平衡。例如： Su said many mean words to Li and shouted at the top of his voice as well. → Not only did Su say many mean words to Li but also shouted at the top of his voice. 倒装句常带来承上启下、平衡结构、强化情感之效。又如： A man, who is in all black, is standing with a gun in hand in front of her. → Standing in front of her is a man, who is in all black, with a gun in hand. （3）强调句——为了突出句子中的某一部分常使用强调句，以便能引起他人的注意，更明确地表达自己的意愿和情感。例如： He didn't come back until the clock struck twelve. → It was not until the clock struck twelve that he came back. （4）省略句——干练，无冗长之嫌。例如： While they were catching the flying ball, they bumped into each other. → While catching the flying ball, they bumped into each other. （5）虚拟语气——极尽感激、遗憾或悔恨之情。例如： No one put himself in the other's place. They found no fun in the game. → If one of them had put himself in the other's place, they could have found more fun in the game. 另外，虚拟语气还可以表示说话人的一种愿望、假设、怀疑、猜测、建议等含意。书面表达题中常用“假如你是……，你会如何……？”来考查考生的个人认识或解决问题的能力。 前文提到的那位高三学生是一名英语基础很好的学生，向其呈现了以上探讨后，心领神会，修改习作如下： Conflicts with others are common in everyday life. These conflicts can turn out to be serious problems if we don't deal with them properly. Last week, Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying ball. Unfortunately, they bumped into each other. Su began to say mean words and Li shouted back in response. A terrible quarrel occurred all of a sudden. How to avoid these quarrels effectively? First, we should often stand in others' shoes when faced with conflicts. Second, stay as cool as a cucumber. Think twice and you may find that things are not so bad as you thought first. What's more, we should be good sports. Competitive sports involve unavoidable bumps or even injuries, which should be taken into consideration when you participate in a game. 三、“复杂结构”的再思量 在高三上学期基本语法学完之后，许多老师会让学生在写作中尝试运用各种复合句或特殊结构。陈幸佩（2011）在《高三英语写作复习课的有效性——以宁波市第六届课例评析为例》一文中描述了一位授课教师在写作技能环节总结的四句口诀：①肯定不如双否好；②陈述不如倒装巧；③单句不如复句妙；④从句不如短句傲。但该作者也鲜明地指出此举容易造成学生刻意或生搬硬套地运用这些复杂句的可能。 那么，到底应该如何理解复杂语法结构？ 在“要点完整，语言无误，行文连贯，表达清楚”的评分标准指导下，考生往往在书面表达中只用五种基本简单句来表达，以防出错，从而导致中学生写作的层次不高，略显乏味。“应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致”的新评分标准有其深刻的背景，它虽能引领师生重视并提升写作的品质，但却没有或不便明确说明内容决定形式、简单与复杂并存等要素。由此，部分师生误以为多用结构复杂的句子就会有层次，可以得到高分。事实上，简单句本身同样可以发挥其精妙的表情达意之功。有时一个简单的介词短语也能增添情感的魅力或激发读者的共鸣。例如，一位学生习作（谈双休日的利与弊）中有这样的句子： With the two-day weekends, we can have more time to chat with our parents. → With the two-day weekends, we can have more time to chat with our parents around the table. 句中的around the table能让读者头脑中浮现出生活的场景，唤起了家庭的温馨之感。 可见，复杂结构并不仅是复杂的句子结构，它应是根据内容和行文需要，巧妙使用高中所学的词汇和各种语法知识，长短句结合，恰当、连贯地传递信息和表达自己的思想，充分体现写作的交际本质。