书面表达是听、说、读、写四项技能中最难掌握的一项，也是英语学习者必须掌握的一项基本技能。《高中英语新课程标准》指出：写作的教学目的，是对学生激活灵感、整理思路、规划结构、遣词造句、写作技能的培养，使他们具备表达观点、情感和进行想象的能力。因此培养学生写的能力，即书面表达能力，是英语教学的重要目的之一。多年的教学实践，使我们体会到：只要方法得当，持之以恒，提高学生的书面表达能力并不难。我们主要通过下面的途径来提高学生的书面表达能力。
一、 听说训练
听说训练有助于提高学生的书面表达能力。介于此，我们从高一阶段开始，采取由易到难，由简到繁的方法，组织学生开展各种英语听说活动，培养他们的英语思维能力，为书面表达打下坚实的基础。这些听说训练活动主要有：
1. 值日生英语报告活动
每堂英语课开始时，我们都要求学生围绕学过的或即将学的课文内容，用英语作报告，时间限定为三至五分钟，形式不限，可以是背诵课文中的精彩段落，也可以是自己对课文中的人物或事件的评述。开展值日生英语报告活动，能为每位学生提供在大庭广众下张口说英语的机会，同时也把竞争机制引入了课堂，因为没有哪一个学生愿意在全班同学面前当“哑巴”，他们都会在上课之前作认真、充分的准备。
2. 听录音，复述课文
每授完一篇阅读课后，我们都要让学生把课文磁带再听一遍，并把能够体现课文主旨的词组，句型写在黑板上，然后要求学生就这些内容复述课文。若课文是以对话形式出现的，就让两个或两个以上的学生分角色复述对话内容。听录音，复述课文，既可以复习巩固学过的内容，又可以提高学生的听力和口头表达能力，还可以大大激发学生的学习兴趣，因为这种形式的训练既不难也不易，学生容易获得成就感。
3. 开展角色表演活动，充分利用情景教学
英语的交际性，只有在真实的情景中才能体现。开展角色表演活动，是模拟和再现交际情景的有效方法之一。例如，在上“The Merchant Of Venice”（《威尼斯商人》）等故事性体裁的课文时，我们排除传统的语法翻译法，而代以整体吸收、角色表演的教学方法，这样让学生既学得生动、活波，又能掌握课文中的语言材料，从而收到良好的教学效果。
4. 看图口头作文
新教材中附了不少图画。因此，我们就充分利用这一优势，让学生用英语叙述图画内容。例如，我们要求学生结合SEFC1(A),P.37上的八幅图画，以“Our Sports”为标题，进行口头作文。做这样的练习，学生不但感到轻松愉快，有话可说，而且锻炼了思维，提高了语言活用能力。
二、语言基本功训练
书面表达旨在测试考生的语言综合能力。众所周知，英语属于结构语言，它是词构成词组，词和词组构成句子，由句子在构成篇章。因此，加强学生语言基本功的训练，对学生书面表达能力的提高具有十分重要的作用。为了提高学生的语言基本功，在教学中，我们着重进行了下面几个方面的训练：
1. 句型训练
句型训练可以培养学生遣词造句的能力，避免学生按汉语说话的形式来排列英语单词，从而写出地道的英文句子。句型训练包括两个方面：
1）仿造例句造句，加强英语简单句五种基本句型的训练
我们认为，要提高学生动笔写英语句子的能力，关键在于能否正确运用英语简单句的五种基本句型：a) S+V; b) S+V+O; c) S+V+O+O; d) S+V+P; e) S+V+O+C，因为许多基本信息都可以通过这五种句型来表达。在训练每种句型时，我首先向学生解释该句型的含义，举例说明其用法，然后要求学生仿照例句，造多个类似的句子。通过这样的练习，学生就能记熟、记牢所练句型，从而达到理解和掌握句型的目的。
2）句型转换训练
新教材每课后都有practice和writing练习，我们就充分利用这一素材对学生进行句型转换训练，训练的形式有：简单句变复合句；复合句变简单句、并列句；同义转换等。通过句型转换训练，可以提高学生的活用能力。
2. 就一组问题组合成文
这种训练可以有效地培养学生的英语逻辑思维能力。例如，我们在授完SEFC1(A),U.13 Abraham Lincoln后，给学生提出一串相互联系的问题：
a) When and where was Abraham Lincoln born?
b) What did he use to do when he was a child?
c) Where did he work as a young man?
d) How did he become a lawyer?
e) What did he work for in all his political life?
…….
先让学生口头回答，然后要求他们以书面的形式写成一篇短文。
3. 缩写或改写课文（阅读材料）
对学过的课文（阅读材料）进行缩写或改写，可以培养学生的理解能力、遣词造句的能力；同时还有助于学生正确地掌握时态和语态，这对提高学生书面表达能力大有裨益。例如，在授完SEFCI(A)，U.4 Unforgettable Experience后，我们给学生布置了下面的写作练习：
Rewrite the text using about 100 words.
注意：
１． 假设你是Flora，用第一人称缩写课文。
２． 可利用下面的课文图解：
Time/order
What happened
Water level
first
heard shouting and a loud noise
saw Jeff running/waving arms/a big mass of water
upon her
next moment
the first wave and a new wave swept down
under water
then
pulled her up
struggle/fought for life
not stand
above knees
when getting to steps
heard another great roar/a strong noise
saw water swept past the house/trees went down
felt the wall shook/the house moved
around legs again
finally
a terrible noise went through
part of the house went down
the floor moved
不少学生写出了下面的短文：
I saw Jeff running and waving his arm and heard a loud noise. I was surprised to see a big mass of water advancing toward us and the wave swept trees and us down. I struggled to stand up, feeling very frightened. As we tried to get to the steps, we heard another great roar and felt the house shaking. Then another wave struck the house and a strange cracking noise began. We saw trees cut down and garden swept away by the wild water. As the floor was moving up and down, we decided to climb up the chimney.
又如，在学完SEFCI(A)，U.3 Going Places后，我们给学生布置了下面的练习：
Write a dialogue between a teacher and a student according to the main ideas of the passage.
学生们写出了下面的对话：
（T— a teacher, S— a student）
T: Why do so many people travel?
S: I think they want to see other countries, visit interesting and beautiful places, meet their close friends and eat some new and special foods. But for some rich people, they just want to escape cold or hot weather.
T: I see. I hear of some adventure travel. Can you give me some examples?
S: Er…, hiking and rafting are the most popular now.
T: Why?
S: Because they are fun, exciting and also adventurous. Besides, people can experience nature and take exercise at the same time. What’s more, hiking is not only easy but also cheap.
T: What do we have to take if we want to go hiking or rafting?
S: If you go hiking, wear strong shoes, clothes and hat. Take a backpack, maps and sunscreen. If you go rafting, only a life jacket is needed.
T: Do we need any skills when rafting?
S: Yes, you should know how to handle the raft, how to paddle, and how to get in and out of the raft.
T: It’s rather difficult. What about hiking?
S: It’s easy. No skill is needed. But you should be careful of spiders, snakes and poisonous plants.
T: I prefer hiking. Let’s go hiking to Mount Omei this summer vacation, shall we?
S: Good idea.
３． 段落组织
段落组织有助于培养学生的逻辑思维能力。具体做法是：将一则短文的各句子的顺序打乱，然后要求学生按逻辑进行重新的组合。例如：我要求学生将下面五句话组合为一篇短文：
a) As a senior, this concept has become even more noticeable. In my freshman year, I told myself that I would live my life not caring what anyone thought of me.
b) Every day at school I see students trying as hard as they can to look popular, or at least somewhat cool.
c) I consider this to be a type of epidemic（流行病）.when one person wears a new style, it’s not long before more and more people try to match that fad（时尚）.
d) Through the years, I have discovered that almost everyone, no matter how old and young, tries to be cool.
e) Four years later, I believe that any of my peers（同伴）would agree I have stayed true to this commitment.
学生们组成了下面的段落：
Every day at school I see students trying as hard as they can to look popular, or at least somewhat cool. As a senior, this concept has become even more noticeable. In my freshman year, I told myself that I would live my life not caring what anyone thought of me. I consider this to be a type of epidemic（流行病）.when one person wears a new style, it’s not long before more and more people try to match that fad（时尚）. Through the years, I have discovered that almost everyone, no matter how old and young, tries to be cool. Four years later, I believe that any of my peers（同伴）would agree I have stayed true to this commitment.
三、书面表达模拟训练
书面表达各种题材形式的模拟训练旨在提高学生写作的熟练程度。进行模拟训练时，应该当场发题，限时交卷（一般25分钟）。这样才能促使学生瞬间接受信息、快速理解信息、表达信息，提高实际应用和应试能力。必须让学生牢记：“先读提示，弄清要点与格式；时态、语态要当心 ，前后呼应要一致；句子结构要搭配，语言习惯莫违背；文章写好要细查，点滴错误不放过。”
同时教师应对学生所写的文章及时批改与讲评。批改过程中可以根据实际情况采取全班批改、个别学生当面批改、学生相互批改等多种方式。为了大面积提高学生书面表达的成绩，最好能够当面批改。在批改过程中，记录下存在的带有普遍性和典型性的错误，以及写得较好的写作，为讲评课作材料准备。在较明显的错误下划线，要求学生自改；学生不容易想到的错误由老师更正；有共性的错误在班上集体更正。对于书面表达质量好的学生要在班上表扬，把他们的习作印出来，发给大家看，这样可以大大提高他们的写作积极性。对于写得不好的学生要多多指导，帮助他们树立不惧困难,不怕失败的信心。
总之，提高学生书面表达能力的途径多种多样，只要我们教师遵循语言学习的规律，巧妙地安排学生多练习，多积累，并持之以恒，学生的书面表达能力一定会提高。
书面表达是听、说、读、写四项技能中最难掌握的一项，也是英语学习者必须掌握的一项基本技能。《高中英语新课程标准》指出：写作的教学目的，是对学生激活灵感、整理思路、规划结构、遣词造句、写作技能的培养，使他们具备表达观点、情感和进行想象的能力。因此培养学生写的能力，即书面表达能力，是英语教学的重要目的之一。多年的教学实践，使我们体会到：只要方法得当，持之以恒，提高学生的书面表达能力并不难。我们主要通过下面的途径来提高学生的书面表达能力。
一、 听说训练
听说训练有助于提高学生的书面表达能力。介于此，我们从高一阶段开始，采取由易到难，由简到繁的方法，组织学生开展各种英语听说活动，培养他们的英语思维能力，为书面表达打下坚实的基础。这些听说训练活动主要有：
1. 值日生英语报告活动
每堂英语课开始时，我们都要求学生围绕学过的或即将学的课文内容，用英语作报告，时间限定为三至五分钟，形式不限，可以是背诵课文中的精彩段落，也可以是自己对课文中的人物或事件的评述。开展值日生英语报告活动，能为每位学生提供在大庭广众下张口说英语的机会，同时也把竞争机制引入了课堂，因为没有哪一个学生愿意在全班同学面前当“哑巴”，他们都会在上课之前作认真、充分的准备。
2. 听录音，复述课文
每授完一篇阅读课后，我们都要让学生把课文磁带再听一遍，并把能够体现课文主旨的词组，句型写在黑板上，然后要求学生就这些内容复述课文。若课文是以对话形式出现的，就让两个或两个以上的学生分角色复述对话内容。听录音，复述课文，既可以复习巩固学过的内容，又可以提高学生的听力和口头表达能力，还可以大大激发学生的学习兴趣，因为这种形式的训练既不难也不易，学生容易获得成就感。
3. 开展角色表演活动，充分利用情景教学
英语的交际性，只有在真实的情景中才能体现。开展角色表演活动，是模拟和再现交际情景的有效方法之一。例如，在上“The Merchant Of Venice”（《威尼斯商人》）等故事性体裁的课文时，我们排除传统的语法翻译法，而代以整体吸收、角色表演的教学方法，这样让学生既学得生动、活波，又能掌握课文中的语言材料，从而收到良好的教学效果。
4. 看图口头作文
新教材中附了不少图画。因此，我们就充分利用这一优势，让学生用英语叙述图画内容。例如，我们要求学生结合SEFC1(A),P.37上的八幅图画，以“Our Sports”为标题，进行口头作文。做这样的练习，学生不但感到轻松愉快，有话可说，而且锻炼了思维，提高了语言活用能力。
二、语言基本功训练
书面表达旨在测试考生的语言综合能力。众所周知，英语属于结构语言，它是词构成词组，词和词组构成句子，由句子在构成篇章。因此，加强学生语言基本功的训练，对学生书面表达能力的提高具有十分重要的作用。为了提高学生的语言基本功，在教学中，我们着重进行了下面几个方面的训练：
1. 句型训练
句型训练可以培养学生遣词造句的能力，避免学生按汉语说话的形式来排列英语单词，从而写出地道的英文句子。句型训练包括两个方面：
1）仿造例句造句，加强英语简单句五种基本句型的训练
我们认为，要提高学生动笔写英语句子的能力，关键在于能否正确运用英语简单句的五种基本句型：a) S+V; b) S+V+O; c) S+V+O+O; d) S+V+P; e) S+V+O+C，因为许多基本信息都可以通过这五种句型来表达。在训练每种句型时，我首先向学生解释该句型的含义，举例说明其用法，然后要求学生仿照例句，造多个类似的句子。通过这样的练习，学生就能记熟、记牢所练句型，从而达到理解和掌握句型的目的。
2）句型转换训练
新教材每课后都有practice和writing练习，我们就充分利用这一素材对学生进行句型转换训练，训练的形式有：简单句变复合句；复合句变简单句、并列句；同义转换等。通过句型转换训练，可以提高学生的活用能力。
2. 就一组问题组合成文
这种训练可以有效地培养学生的英语逻辑思维能力。例如，我们在授完SEFC1(A),U.13 Abraham Lincoln后，给学生提出一串相互联系的问题：
a) When and where was Abraham Lincoln born?
b) What did he use to do when he was a child?
c) Where did he work as a young man?
d) How did he become a lawyer?
e) What did he work for in all his political life?
…….
先让学生口头回答，然后要求他们以书面的形式写成一篇短文。
3. 缩写或改写课文（阅读材料）
对学过的课文（阅读材料）进行缩写或改写，可以培养学生的理解能力、遣词造句的能力；同时还有助于学生正确地掌握时态和语态，这对提高学生书面表达能力大有裨益。例如，在授完SEFCI(A)，U.4 Unforgettable Experience后，我们给学生布置了下面的写作练习：
Rewrite the text using about 100 words.
注意：
１． 假设你是Flora，用第一人称缩写课文。
２． 可利用下面的课文图解：
Time/order
What happened
Water level
first
heard shouting and a loud noise
saw Jeff running/waving arms/a big mass of water
upon her
next moment
the first wave and a new wave swept down
under water
then
pulled her up
struggle/fought for life
not stand
above knees
when getting to steps
heard another great roar/a strong noise
saw water swept past the house/trees went down
felt the wall shook/the house moved
around legs again
finally
a terrible noise went through
part of the house went down
the floor moved
不少学生写出了下面的短文：
I saw Jeff running and waving his arm and heard a loud noise. I was surprised to see a big mass of water advancing toward us and the wave swept trees and us down. I struggled to stand up, feeling very frightened. As we tried to get to the steps, we heard another great roar and felt the house shaking. Then another wave struck the house and a strange cracking noise began. We saw trees cut down and garden swept away by the wild water. As the floor was moving up and down, we decided to climb up the chimney.
又如，在学完SEFCI(A)，U.3 Going Places后，我们给学生布置了下面的练习：
Write a dialogue between a teacher and a student according to the main ideas of the passage.
学生们写出了下面的对话：
（T— a teacher, S— a student）
T: Why do so many people travel?
S: I think they want to see other countries, visit interesting and beautiful places, meet their close friends and eat some new and special foods. But for some rich people, they just want to escape cold or hot weather.
T: I see. I hear of some adventure travel. Can you give me some examples?
S: Er…, hiking and rafting are the most popular now.
T: Why?
S: Because they are fun, exciting and also adventurous. Besides, people can experience nature and take exercise at the same time. What’s more, hiking is not only easy but also cheap.
T: What do we have to take if we want to go hiking or rafting?
S: If you go hiking, wear strong shoes, clothes and hat. Take a backpack, maps and sunscreen. If you go rafting, only a life jacket is needed.
T: Do we need any skills when rafting?
S: Yes, you should know how to handle the raft, how to paddle, and how to get in and out of the raft.
T: It’s rather difficult. What about hiking?
S: It’s easy. No skill is needed. But you should be careful of spiders, snakes and poisonous plants.
T: I prefer hiking. Let’s go hiking to Mount Omei this summer vacation, shall we?
S: Good idea.
３． 段落组织
段落组织有助于培养学生的逻辑思维能力。具体做法是：将一则短文的各句子的顺序打乱，然后要求学生按逻辑进行重新的组合。例如：我要求学生将下面五句话组合为一篇短文：
a) As a senior, this concept has become even more noticeable. In my freshman year, I told myself that I would live my life not caring what anyone thought of me.
b) Every day at school I see students trying as hard as they can to look popular, or at least somewhat cool.
c) I consider this to be a type of epidemic（流行病）.when one person wears a new style, it’s not long before more and more people try to match that fad（时尚）.
d) Through the years, I have discovered that almost everyone, no matter how old and young, tries to be cool.
e) Four years later, I believe that any of my peers（同伴）would agree I have stayed true to this commitment.
学生们组成了下面的段落：
Every day at school I see students trying as hard as they can to look popular, or at least somewhat cool. As a senior, this concept has become even more noticeable. In my freshman year, I told myself that I would live my life not caring what anyone thought of me. I consider this to be a type of epidemic（流行病）.when one person wears a new style, it’s not long before more and more people try to match that fad（时尚）. Through the years, I have discovered that almost everyone, no matter how old and young, tries to be cool. Four years later, I believe that any of my peers（同伴）would agree I have stayed true to this commitment.
三、书面表达模拟训练
书面表达各种题材形式的模拟训练旨在提高学生写作的熟练程度。进行模拟训练时，应该当场发题，限时交卷（一般25分钟）。这样才能促使学生瞬间接受信息、快速理解信息、表达信息，提高实际应用和应试能力。必须让学生牢记：“先读提示，弄清要点与格式；时态、语态要当心 ，前后呼应要一致；句子结构要搭配，语言习惯莫违背；文章写好要细查，点滴错误不放过。”
同时教师应对学生所写的文章及时批改与讲评。批改过程中可以根据实际情况采取全班批改、个别学生当面批改、学生相互批改等多种方式。为了大面积提高学生书面表达的成绩，最好能够当面批改。在批改过程中，记录下存在的带有普遍性和典型性的错误，以及写得较好的写作，为讲评课作材料准备。在较明显的错误下划线，要求学生自改；学生不容易想到的错误由老师更正；有共性的错误在班上集体更正。对于书面表达质量好的学生要在班上表扬，把他们的习作印出来，发给大家看，这样可以大大提高他们的写作积极性。对于写得不好的学生要多多指导，帮助他们树立不惧困难,不怕失败的信心。
总之，提高学生书面表达能力的途径多种多样，只要我们教师遵循语言学习的规律，巧妙地安排学生多练习，多积累，并持之以恒，学生的书面表达能力一定会提高。