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小学高年级英语写作训练:由“扶”到“放”

2021-02-22 来源:客趣旅游网
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小学高年级英语写作训练:由“扶”到“放”

作者:李玲

来源:《小学教学研究·教研版》2019年第07期

【摘要】译林版英语是小学高年级学生进行英语写作的好素材。针对五、六年级教材的教学,教师应从学生的实际出发,充分利用教材,对学生进行写作指导,引导学生开展改写、仿写、扩写、续写和创编等多方面的写作训练,从而切实提高小学高年级学生的写作能力。 【关键词】教材文本 写作训练 写作策略 写作能力

牛津小学英语译林版六年级下册Unit 6 AnInteresting Country的单元主题是介绍国家。教材在Story time板块和Fun time板块分别对澳大利亚和英国两个国家进行了有趣的介绍,而在本单元的综合复习板块中没有安排写作训练。上课之前笔者就想,笔者何不利用教材作为范本,开展写作训练,也让学生写出中国的魅力所在。 一、注重过程指导,有序地“扶” 1.自由对话,激发兴趣

T:Boys and girls, do you think China is aninteresting country like Australia and The UK? Sl:Yes, of course.(小胡同学回答得铿锵有力、充满自豪之情) T:So do you want to write a passage aboutChina like the book?

Sl:Yes(声音洪亮),but it is difficult for me,I don't know what to write.(面露出想写又不会写的纠结) Ss:Me too.

2.阅读范文,理清思路

T:Oh, I'm sorr to hear that. But. please doii't worry. Let's read the passages about Australiaand The UK again, what aspects do the writerswrite about, can you find? S2:The interesting animals. S3:The interesting sports.

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S4:The interesting cities or places.

在笔者的引导下,学生们快速总结出文章是从动物、运动、城市三个方面进行介绍的。把他们总结的三个词语写在“China”的周围,构建以“China”为核心词的思维导图。忽然就听小胡同学兴奋地说:“哦,我知道了,我们也可以从动物、运动、城市三个方面去写中国,是不是,李老师?”

T:Yes. You are a clever boy. Big hands foryou! We can also write China about the animals,the sports and the cities or places. 3.立足话题,训练词、句

T:lf you want to write about the interest.inganimals, what adjec:tives can we use to describethem? What sentences can we use?(头脑风暴,思考运用不同的形容词、句子描述话题)

S5:We can use interesting to describe theanimals. S6:We can use nice to describe the animals. S7:We can use funny to describe the animals. S8:We can use cute to describe the animals. S9:We can use the sentence like\"lt has….\" SlO:We can also use the sentence like \"Itlikes….”

T:Yes. We can use interesting, nice, funny,cut.e to describe the animals. We can use thesentences like\"It has...or It likes...\"What about thesports and the cities?

Sl:We can use interesting, exciting, funny todescribe the sports. We can use the sentences like“People will be…;…is popular in...”(小胡同學一口气说出很多关于运动话题的词汇与句子,信心十足)

4.仿写文本,训练语段

T:Look, I have a passage about China here.can you complete it now? Today, I'll tell you about

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.The weatheiis sometimes ramy in China, and the people therelove____.There are some interesting cities in t.hecountry, for example,____and____.You'll find int.eresting places likeand 这是一个基于Fun time板块的填空仿写写作练习。就听小胡同学又嚷道:“It is easy for me!”他一边说一边快速地完成了填写,紧跟着其他学生也都轻松地完成了仿写填空。 T:Look at the passage. There are some wordsin it.What are the functions of“and, but, forexample and like”?Can you give me more words'? Sll:And表示并列連词,还有too,also,either。 S12:But表示转折。

S13:Like,for example是插入语。 S14:还有表示因果的because,so。

T:When we use them in our passage, we canmake our passage clearer and more continuity. Ss:Oh,I see.(学生们听了连连点头) 二、运用思维导图,大胆地“放”

机械的仿写十分适合作文的基础教学,教师可以利用仿写为学生打下坚实的写作基础。但是如果作文教学只有“仿”而没有“放”,长此以往就会禁锢学生的思维,无法激发学生的创新意识,提升学生的语言能力。因此在经历了“仿”之后,笔者试着学会放手,鼓励学生白己积极创造写作。

1.用思维导图收纳大容量语料

T:I have an e-friend in t.he UK, she wants toknow more about China, can you help me? So whatelse can we tell her about China? S15:The interesting food. S16:The interest.ing weather. S17:The interesting festivals.

T:I have some different pictures about Chinafor you. Please t.ry to say something about your picture to each other in your groups.

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S18:There are many interesting animals inChina. Pandas are black and white. They are fatand cute. Monkeys are usually brown. They havelong tails. They are very funny.

S19:You can visit Beijing iii China. It is abig and beautiful city. There are many interestingplaces,like the Palace Museum, the Summer Palace,the Great Wall and so on. S20:Table tennis is the national sport in China.It is very popular. Students usually play table ten-nis at school.

S21:Chinese food is very nice. You can tastea lot of delicious food in China, such as roastduck, rice cakes, dumplings.

学生讨论得出文章不仅可以从动物、运动、城市三个方面进行介绍,还可以从食品、天气、节日等话题人手。之后笔者给学生提供不同信息的图片,在小组内进行信息差交流。 2.用思维导图输出有条理地表达

T:Look at the mind-map on the blackboard.We can use these sentences to write about China.We can write about the interesting animals, sport,food, cites and weather. Can you work in groupsto use your own words to write the passage aboutChina now? Ss:Yes!

学生们迫不及待地要在小组内开始写作了。一篇以Welcome to Chin,a为题的文章在各个小组中合作写起来。课后,笔者阅读到很多优秀精彩的习作,小胡同学的团队作文在同伴批改中得到5颗星,光荣地登上了班级“好作文展示”墙栏上。 Today,l'll tell you about an interesting coun-try-China.

The weather in Hainan is hot, but at thesame time it is very cold in Hei Longjiang. Sothe people in Hainan often eat the watermelons,butt.he people in Hei Longjiang often eat the hot pot.And the people here love table tennis. It is thenational sport. in China. It is very popular. Stu-dents usually play table tennis at school.

You can visit Beijing in China. It is a big andbeautiful city. There are many interesting places,like t.he Palace Museum, the Summer Palace, theGreat Wall and so on. There are many

interestinganimals in China like the pandas and the monkeys.Pandas are black and white. They are fat and cute.Monkeys are usually brown. They have long tails.They are very funny。

When you are in the street,you will findmany bikes.You can ride a bike to enjoy theview.lt is ver fun in China.

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Come and visit, China today! 三、案例反思

1.注重過程指导,体现循序渐进

在小学高年级英语写作教学中,教师应注重对学生学习过程的指导,遵循循序渐进、小步递进的原则,体现螺旋式上升的语言学习规律,有效落实英语写作教学的要求。例如,在本节课中,引导学生细读教材中的范文,在明白了文章的构思与布局后,他们会更加清晰地明白自己每段需要写些什么,框架作文的训练为学生后续写作做好了准备。按照小学生语言学习规律,小学英语写作的次序应是词、句和段,接下来指导学生立足单元话题,归纳总结可以用哪些形容词和句子描述介绍国家,拓展词汇、句型训练。围绕话题积累词汇有助于学生增强语言表达的丰富性和生动性,充足的话题词汇是丰富写作内容的捷径。最后让学生模仿范义进行段落仿写,从而使学生学会话题迁移,这样的活动更有趣味性和挑战性。在教学中,先“扶”后“放”,注重对学生学习过程的指导,遵循循序渐进、小步递进的原则,指导学生由浅入深、由易到难、由少到多地展开写作,学生一直在体验、学写、学评,并开展小组合作学习,进行“低起点、小步子”的训练,最后达成写作目标。 2.基于学生学情,设计写作任务

《义务教育英语课程标准(2011年版)》在语言技能“写”的二级目标中明确要求:能写出简单的问候语和祝福语;能根据图片、词语或例句的提示,写出简短的语句:能正确地使用大小写字母和常用的标点符号。在明确写作教学应关注学生的学习过程,采用小步递进的原则后,我们需要分析写作主题,并以此来确定恰当的写作任务,任务的设计应遵循“低起点,多层次”的原则,同时要考虑学生的实际水平。针对五、六年级教材的教学,教师应从学生的实际出发,充分发掘教材中的Story time.Grammar time,Fun Lime,Cartoon time以及

CheckoutTime板块,对学生进行写作指导,引导学生开展改写、仿写、扩写、续写和创编等多方面的写作训练,从而切实提高小学高年级学生的写作能力。本节课中,笔者结合教材中Story time和Fun time板块对国家的介绍,在Checkout time板块也让学生尝试写作,不仅巩固了本单元的语言知识,也切实提高了学生的英语写作能力和综合语言运用能力。 3.小组团队合作,完成创造性写作

教师以学生的学为中心,注重发挥学生集体的智慧,让学生采用小组合作的方式完成作文,这种依托团队合作的写作活动降低了学生写作时的焦虑感,拓宽了学生写作的思路,使枯燥的写作活动变得丰富而有趣。学生在自主探究和合作交流的过程中真正理解和掌握了知识,并在合作过程中形成了团队文化,强化了合作精神。此外,因为每个团队所描述的内容不同,增加了团队之间互相阅读作文的动力。信息差的交流丰富了学生的写作内容,拓展了学生的语

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言知识,丰富了话题写作素材,教师利用学生的信息差形成的课堂资源,把知识的单向传授变成学生之间的知识交流。 【参考文献】

[1]中华人民共和国教育部.义务教育英语课程标准(2011年版)[M].北京:北京师范大学出版社,2012.

[2]沈国锋.基于教材的小学高年级英语写作教学实践[J].中小学外语教学(小学版),2012(3).

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