对有效实施中学英语句型训练的探究

王国仁

【中图分类号】G633.41                        【文献标识码】A      【文章编号】2095-3089（2015）11-0115-02

英语属结构型语言，掌握句子结构对英语写作很有帮助。高考英语书面表达要求考生根据所给情景和要求，用自己的语言写出一篇句子连贯、用词贴切，要点完整的短文，这对中学生来说并非易事。在掌握基本句型的基础上，如何提高造句能力，使用较为复杂的语法结构，使句式丰富多彩;如何使用过渡性连接词，使短文语句连贯、邏辑严密，将是高三备考中不可或缺的内容。

练习题型一：简单句合成并列句

1. Her mother is a doctor. She is also a doctor.

→ Her mother is a doctor， so is she.

2. You must get up early tomorrow. You will miss the first bus.

→ Get up early tomorrow，or you will miss the first bus.

如果两个或更多的简单句之间在逻辑上是并列、同等关系，就可以选择恰当的并列连词将其合成一个并列句。

练习题型二：简单句连成复合句

1. She was not satisfied with this.She tried to think of a better solution to the problem.

→ As she was not satisfied with this， she tried to think of a better solution to the problem.（原因状语从句）

2.The staff of the department will meet in the room. They met in the room yesterday.

→ The staff of the department will meet in the room where they met yesterday.（定语从句）

3. President Bush of the U.S.A. will pay a visit to China.

One of my classmates told me the news.

→ One of my classmates told me the news that President bush of the U.S.A. would pay a visit to China.（同位语从句）

如果两个或更多的简单句所表达的意思有主次之分，先分析它们的关系，弄清哪个表示主要的意思，哪个表示从属的意思，进而弄清主要意思与从属意思之间有何种逻辑关系，选择恰当的连接词或关系词把这两个句子合成一个复合句，使一个从属于另一个。

练习题型三：简单句合二为一

1.My brother is very young. He cant look after himself.

→ My brother is too young to look after himself.

（不定式作结果状语）

2. The murderer was brought in. His hands were tied behind his back.

→ The murderer was brought in with his hands tied behind his back.（with的复合结构作方式伴随状语）

3. A foreign language is a useful tool in serving the people. We should work hard at it and have a good knowledge of it.

→ A foreign language being a useful tool in serving the people， we should work hard at it and have a good knowledge of it.（独立主格结构作原因状语）

如果两个或多个简单句在意思上有主从关系，就可以把表示从属意思的句子改写成非谓语动词（分词、动名词、不定式），with的复合结构、独立主格结构、使其在句子中作状语，定语，主语等成分。

练习题型四：用固定结构改写

1. This young boy is always helping the old man.

→It is this young boywhois always helping the old man.

（强调句）

2. You can solve the problem in this way.

→ Only in this way can you solve this problem. （倒装句）

3.I was very happy when I received your letter.

→How happy I was when I received your letter！（感叹句）

4. When it is compared with the size of the whole earth， the biggest ocean doesnt big at all.

→ When compared with the size of the whole earth， the biggest ocean doesnt big at all. （状语从句的省略）

强调句、倒装句、感叹句、省略句等固定句型表意传情的效果很强。如果要强调某一句话或句子的某一个成分，强调说话人的意图或情感，就可以用强调句、倒装句、感叹句等固定句型改写原句，如果要使句子简洁明了，避免重复，就可以用省略句改写原句，均可获得良好的效果。

练习题型五：一句多译

1. 使我吃惊的是这次他得了满分。

1） What surprised me was that he got full marks this time.

2） It made me surprised that he got full marks this time.

3） It was surprising that he got full marks this time.

4） He got full marks this time， which made me surprised.

5） I was surprised that he got full marks this time.

6） To my surprise， he got full marks this time.

“话有三说，巧说为妙”，在特定的上下文里，同一个意思，用不同的方式表达出来，会有意外的效果。一句多译训练的目的是让学生多角度思考问题，灵活运用所学知识，帮助学生在写作时能触类旁通，灵活多变。

练习题型六：过渡词的使用

根据上下文的逻辑关系选择恰当的连接成分。

1. The peasant boy worked hard at his lessons，as a result，he was admitted into a key university. （先因后果）

在谈论有因果关系的话题时，就可以用because;as; since;now that或so;therefore;thus;as a result等.

2.He had been always a successful businessman How-ever， things have not been going well for him recently.

在提出一话在提出一个话题后，转而要表达不同或相反的意思时，就可以用but;however;on the contrary;on the other hand 等。

3. Tom left the key to his car at home. Whats worse， he lost his wallet.

需要补充更多内容或细节时，就可以用what is more; besides; moreover; in addition;to make matters worse等。

4. Many students have made great progress. Take Lily for example， she has come third in the exam.

在谈论一话题，需要举例子进行说明时，就可以用for instance;for example;such as;take… for example等。

5. Weve had a few problems， but， on the whole， were very happy.

在一個话题结束，需要对前面说过的话加以概括时，就可以用on the whole; in short; all in all; in general; in a word等。

6. The student got only fifty marks. That is to say， he didnt pass the exam.

需要对已提到的事物加以解释说明时，就可以用in fact;as a matter of fact;namely;in other words;that is to say等。

运用得当的句子结构可以给文章增添亮点，使整篇文章因此而生辉，使用恰当连接成分，能使文章上下衔接自然、紧凑。

总之，写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响学生写作能力的培养。