初中英語寫作教學(xué)初探

【摘要】本文分析了學(xué)生的寫作現(xiàn)狀，并提出了解決問題的一些教學(xué)示例和實踐，探討了如何以任務(wù)優(yōu)化英語寫作教學(xué)，從而提高學(xué)生的英語寫作能力。

【關(guān)鍵詞】任務(wù)型教學(xué)初中英語寫作教學(xué)寫作技能小組活動。

1不同層次的兩個學(xué)生的作文展示

常見的學(xué)生作文1：My Favorite Person

My favorite person is my father. My father name is Li Lei. He is Chinese. He's born in 1978 October 10. he look like with me. He is very tall. He is tallest in my family. He as same people as black hair and two ears. And he has a storng body. My father is a doctor. He is good for me. I like he. And he like me， too.

學(xué)生獲獎作文2：My Angel Mother

When I was a kid， my mother always told me funny stories before I went to sleep. I used to have so much fun and I enjoyed staying with my mother.

One of the funny stories that she told me was about a teacher and a student. \"Just after class，\"my mother said ， \"a teacher asked a student，'Boy ， why do you put cotton into your ears？ Is there anything wrong with you？ Are you not feeling well？''No ， sir'the student answered ， 'you told me to remember your sentences ， but your words just enter one of my ears and then go out from the other one. So I am trying to stop them.'\"

Her stories were so funny that they made me laugh. Every night， she didn't leave me bedroom until I fell asleep.

Gradually， I find we're not as close as before. My mother doesn't have so much time to tell me stories anymore. She had to work and as a result she was often not at home.

Last year， she forgot my birthday. I stayed at home alone and I cried for a long time. I thought that my mother didn't love me anymore.

I was afraid of being alone， so I began to cause a lot of trouble and tried to make my mother pay more attention to me. For example， I broke the cup and then I argued with my mother. I became a \"problem child\" in her eyes.

One day， I was ill. My mother stayed up all night and took good care of me. I suddenly realized that although my mother is busy，she still loves me. In fact， her love was never far from me.

She also told me that even though we can't always get together， she will always take pride in everything good I do. I suddenly felt sorry and uneasy.

So I made a decision. From now on， I must study hard and try my best to help her do some housework. Maybe that'll be the best to her and that can make her feel happy. At the same time， I'll spend more time chatting with her and regard her as my best friends.

Finally， I want to tell my mother aloud： \"mom， I love you very much！ You'll be proud of me one day.\"

（注：本文榮獲第六屆奧林匹克杯全國英語作文大賽初中組國家級一等獎）

2引言

眾所周知，聽、說、讀、寫是英語學(xué)習(xí)必不可少的手段，而\"寫\"更是前三種手段的集中體現(xiàn)，是學(xué)生綜合運用浯言能力的一種重要表現(xiàn)形式。而據(jù)筆者對任教班級的調(diào)查發(fā)現(xiàn)，有一半的學(xué)生認為英語寫作比語文作文難得多，有20%的學(xué)生認為無話可寫，甚至對寫作有畏難情緒，大部分同學(xué)都有語法錯誤，只有大約20%左右的同學(xué)語感比較好。而且學(xué)生寫作中常見的問題是病句或中文思維式句子多，語法錯誤多，詞匯簡單，句子單一，不會用復(fù)合句等。文章寫完后沒有升華，不會以小見大反應(yīng)主題。

而目前初中階段沒有專門開設(shè)英語寫作課，要解決以上問題就要求我們老師要加大寫作前的語言輸入和材料積累，要為學(xué)生創(chuàng)設(shè)良好的語言環(huán)境，重視寫作前的引導(dǎo)，培養(yǎng)學(xué)生的寫作思維，養(yǎng)成良好的寫作習(xí)慣，才不至于言而無物。

3《新課程標(biāo)準(zhǔn)》對寫作教學(xué)的要求

《標(biāo)準(zhǔn)》把\"寫作\"納入基礎(chǔ)教育階段英語課程的任務(wù)之一。《標(biāo)準(zhǔn)》第二部分\"課程目標(biāo)\"的\"目標(biāo)總體描述\"和第三部分\"內(nèi)容標(biāo)準(zhǔn)\"的\"語言技能\"中對各級別寫作技能作了詳盡的描述，指出學(xué)生在基礎(chǔ)教育階段要學(xué)會自主收集資料，能寫出常見體裁（記敘文、議論文、應(yīng)用文和說明文）的短文，并能自行修改，與師生合作交流。

4教學(xué)示例與教學(xué)實踐

任務(wù)一、 從詞到句，再到篇，循序漸進抓基礎(chǔ)寫作訓(xùn)練

詞和句是最基礎(chǔ)的寫作訓(xùn)練之本，如果沒有他們做基礎(chǔ)，無疑是\"巧婦難為無米之炊\"。如《Go for it》教材七年級教材What does he look like？，首先要教給學(xué)生必要的表示人的外貌的常見詞匯，如short ， medium height ， tall ， beard ， curly/straight hair ， heavy/fat 等。在此基礎(chǔ)上擴展成句What does he look like？ He's tall/ of medium height…He has short straight hair…學(xué)生熟悉這些句型后，再向復(fù)雜一點的復(fù)合句過渡。如He's not tall with short curly hair ， but he doesn't wear glasses.等。課堂活動還可以設(shè)置游戲競猜環(huán)節(jié)，讓同學(xué)們來猜自己的老師或同學(xué)，還可以是猜最喜愛的明星，如She is one of your teachers. She is of medium height and thin. She has short black hair. She is friendly. She wears glasses.…. Do you know who she is？

以上的基礎(chǔ)訓(xùn)練使學(xué)生進一步熟練掌握了人物描寫所需的各種詞匯和句型，為學(xué)生進行人物描寫積累了豐富的詞匯和素材，如遇寫My Favorite Person這類題材的作文，學(xué)生定可信手拈來。

教師還可設(shè)置一些與寫作技能訓(xùn)練有關(guān)的作業(yè)，如造句、句型轉(zhuǎn)換、簡單句變復(fù)合句、提取段落重點句等，這對提高提高學(xué)生的文采也是大有意義的。如在《Go For it》教材八年級課程講到If I go to the party ， I'll have a great time.時布置學(xué)生用\"If I am a student， I'll study hard . If I study hard ， I'll…\"來造句，學(xué)生寫出了一系列的精彩句子：If I am a student ， I'll study hard. If I study hard ， I'll get good grades. If I get good grades ， I'll enter a good university. If I enter a good university， I'll find a good job. If I find a good job ， I'll make much money. If I make much money， I'll buy a big house and a car. ……

任務(wù)二： 閱讀后仿寫作文，增強寫作自信心

《Go For it》教材往往有一段文段給學(xué)生閱讀，學(xué)生通過閱讀就能從中獲得寫作需要的一些信息要點和內(nèi)客以及寫作的框架，這既可活躍他們的思維，拓寬思路，還可幫助他們掌握一些寫作的技巧和方法。緊接著就是一些填空或類似于仿寫的寫作技能練習(xí)，在閱讀的基礎(chǔ)上再讓學(xué)生模仿寫作，可以令他們駕輕就熟，增強寫作自信心，避免了無話可寫的尷尬局面，甚至可消除他們當(dāng)中一些人的厭煩情緒，教師要充分利用這些練習(xí)并加以總結(jié)和創(chuàng)新。

I had a busy weekend. On Saturday morning， I cleaned my room. In the afternoon， I did my homework. It was a little difficult. On Saturday night， I visited my aunt. My aunt cooked dinner for me. On Sunday morning， I went to the library. I read a book about history. Then in the afternoon， I played soccer with my friends. On Sunday night， I watched TV. I saw an interesting talking show. What a happy weekend！

任務(wù)三：復(fù)述課文

英文寫作中有一些詞，看起來不重要，但是少了它們，文章就會減色很多。這些詞就是表示關(guān)聯(lián)的詞，包括表示并列或補充說明的詞、表示對比的詞、表示強調(diào)的詞、表示舉例的詞，表示總結(jié)的詞以及表示時間順序的詞。有了這些詞，文章的邏輯關(guān)系會顯得更加突出，聯(lián)系也更加緊密，過渡也更加自然。我們可以借助這些關(guān)聯(lián)詞引導(dǎo)學(xué)生進行復(fù)述，如表示時間順序的詞有after a while ， again ， also ， and then ， at last， Before ， next ， now ， then ， finally ， until now，when...

如：按時間順序來記敘一件事情或者一天的活動

提示詞：zoo， trip， animals， sunny， dangerous， cute

表示時間順序的詞：first ， then ， after that ， at 12 o'clock ， after lunch

Last Friday， we had fun on our school trip. It was sunny day. We went to the zoo. There were all kinds of animals there. First， we went to see some monkeys. They were very cute. Then we saw some tigers and lions. They were quite dangerous. After that， we saw a movie about protecting the animals. At 12 o'clock， we had lunch together. None of us had meat， because we didn't want more animals to be killed for their meat. After lunch， we took the bus back to school. We're very tired but happy.

任務(wù)四：以話題訓(xùn)練帶動和促進寫作水平的提高。

初三下學(xué)期復(fù)習(xí)課在講到健康這個話題時，我們可以通過一些圖片幫助學(xué)生領(lǐng)悟和概括以下圖示中的信息要點，讓學(xué)生積累足夠的語言素材。

在此基礎(chǔ)上，可設(shè)置一個讓學(xué)生來當(dāng)健康專家，幫Mike診斷他的問題（如下圖所示），這足以激發(fā)他們的興趣，七嘴八舌就說開了，而且都說到了點子上，說得很好，這可助他們提升自己的自信心，而有了自信，學(xué)生定然更加積極主動地投入英語學(xué)習(xí)當(dāng)中。

通過以上圖示分析和講解，學(xué)生的思路更清晰，大量的輸入之后再輸出也就水到渠成了。要求他們在規(guī)定時間內(nèi)在本小組內(nèi)交流，最后，各小組推薦優(yōu)秀的在班內(nèi)朗讀。

任務(wù)五： 一分鐘演講比賽

目的： 幫助學(xué)生加深了解網(wǎng)絡(luò)的利與弊，睜開慧眼看網(wǎng)絡(luò)

活動形式： 4人小組

情景設(shè)置： 談?wù)勗絹碓搅餍械木W(wǎng)絡(luò)給我們的生活和學(xué)習(xí)帶來的利與弊，并給出如何合理安排上網(wǎng)時間的建議。

語言提示： Surfing the internet is more and more popular now. What do you like to do with it？ Are there any bad efforts on us？ Just think about it and give a talk for one minute.

活動步驟：

⑴教師介紹自己使用網(wǎng)絡(luò)的情況，引導(dǎo)學(xué)生初步感知網(wǎng)絡(luò)的利與弊。

Do you know what I like to do on the internet？ I like talking with my friends on QQ just like you. Besides， I like reading all kinds of news or novels. What I like to do most is watching movies.

Sometimes I'd like to do shopping on the internet. But if I spend too much time on it， I'll not only be stressed out but also not feel well. So I just surf the internet for about an hour.

⑵各組員在小組內(nèi)輪流進行一分鐘演講，最后選出本組選手。

⑶各組選手在全班演講。

⑷全班選出本次演講比賽的一、二、三名。

綜上所述，培養(yǎng)學(xué)生的綜合寫作能力要貫穿于平時的教學(xué)活動當(dāng)中，有賴于長期的積累，教學(xué)形式宜靈活多樣，依據(jù)不同的題材設(shè)計不同的活動，不能流于形式，或只圖熱鬧，教師一定要善于引導(dǎo)和組織學(xué)生，靈活參與各小組的活動，以便于更好地掌控各小組的活動，給予適時的導(dǎo)向和點撥，充分發(fā)揮各小組的主動性和創(chuàng)造性。

俗話說得好\"好戲在后頭\"，最后要告訴學(xué)生要學(xué)會去\"借題發(fā)揮\"，寄情于主題當(dāng)中，點題升華。記敘文常見的有托物言志、睹物思人，游記要借山山水水來抒情，反應(yīng)社會熱點問題的則要以小見大突出主題等。

通過嘗試以上任務(wù)優(yōu)化的英語作文教學(xué)，學(xué)生的進步已初見成效，主要表現(xiàn)在以下幾個方面：

⑴體現(xiàn)了以學(xué)生為主體的師生互動，學(xué)生變被動為主動，獲得了英語寫作的技巧和方法。

⑵學(xué)生的寫作更有目的性，能盡快地獲取主要信息，養(yǎng)成良好的寫作習(xí)慣。

⑶學(xué)生的寫作能力得到了快速提高，能很快領(lǐng)會要求，抓住要點，按題目要求完成作文。

【參考文獻】

[1]《英語新課程標(biāo)準(zhǔn)》

[2]馬紅艷 《閱讀寫作一體化教學(xué)初探》

[3]徐桂芳 《高中英語寫作教學(xué)的實踐與初探》