初中英語寫作教學初探

【摘要】本文分析了學生的寫作現狀，并提出了解決問題的一些教學示例和實踐，探討了如何以任務優化英語寫作教學，從而提高學生的英語寫作能力。

【關鍵詞】任務型教學初中英語寫作教學寫作技能小組活動。

1不同層次的兩個學生的作文展示

常見的學生作文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、寫是英語學習必不可少的手段，而\"寫\"更是前三種手段的集中體現，是學生綜合運用浯言能力的一種重要表現形式。而據筆者對任教班級的調查發現，有一半的學生認為英語寫作比語文作文難得多，有20%的學生認為無話可寫，甚至對寫作有畏難情緒，大部分同學都有語法錯誤，只有大約20%左右的同學語感比較好。而且學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，不會用復合句等。文章寫完后沒有升華，不會以小見大反應主題。

而目前初中階段沒有專門開設英語寫作課，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，要為學生創設良好的語言環境，重視寫作前的引導，培養學生的寫作思維，養成良好的寫作習慣，才不至于言而無物。

3《新課程標準》對寫作教學的要求

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

4教學示例與教學實踐

任務一、 從詞到句，再到篇，循序漸進抓基礎寫作訓練

詞和句是最基礎的寫作訓練之本，如果沒有他們做基礎，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。在此基礎上擴展成句What does he look like？ He's tall/ of medium height…He has short straight hair…學生熟悉這些句型后，再向復雜一點的復合句過渡。如He's not tall with short curly hair ， but he doesn't wear glasses.等。課堂活動還可以設置游戲競猜環節，讓同學們來猜自己的老師或同學，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？

以上的基礎訓練使學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，學生定可信手拈來。

教師還可設置一些與寫作技能訓練有關的作業，如造句、句型轉換、簡單句變復合句、提取段落重點句等，這對提高提高學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.時布置學生用\"If I am a student， I'll study hard . If I study hard ， I'll…\"來造句，學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生閱讀，學生通過閱讀就能從中獲得寫作需要的一些信息要點和內客以及寫作的框架，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，在閱讀的基礎上再讓學生模仿寫作，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，甚至可消除他們當中一些人的厭煩情緒，教師要充分利用這些練習并加以總結和創新。

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！

任務三：復述課文

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。這些詞就是表示關聯的詞，包括表示并列或補充說明的詞、表示對比的詞、表示強調的詞、表示舉例的詞，表示總結的詞以及表示時間順序的詞。有了這些詞，文章的邏輯關系會顯得更加突出，聯系也更加緊密，過渡也更加自然。我們可以借助這些關聯詞引導學生進行復述，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.

任務四：以話題訓練帶動和促進寫作水平的提高。

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

在此基礎上，可設置一個讓學生來當健康專家，幫Mike診斷他的問題（如下圖所示），這足以激發他們的興趣，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，學生定然更加積極主動地投入英語學習當中。

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

任務五： 一分鐘演講比賽

目的： 幫助學生加深了解網絡的利與弊，睜開慧眼看網絡

活動形式： 4人小組

情景設置： 談談越來越流行的網絡給我們的生活和學習帶來的利與弊，并給出如何合理安排上網時間的建議。

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絡的情況，引導學生初步感知網絡的利與弊。

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，培養學生的綜合寫作能力要貫穿于平時的教學活動當中，有賴于長期的積累，教學形式宜靈活多樣，依據不同的題材設計不同的活動，不能流于形式，或只圖熱鬧，教師一定要善于引導和組織學生，靈活參與各小組的活動，以便于更好地掌控各小組的活動，給予適時的導向和點撥，充分發揮各小組的主動性和創造性。

俗話說得好\"好戲在后頭\"，最后要告訴學生要學會去\"借題發揮\"，寄情于主題當中，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。

通過嘗試以上任務優化的英語作文教學，學生的進步已初見成效，主要表現在以下幾個方面：

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

⑵學生的寫作更有目的性，能盡快地獲取主要信息，養成良好的寫作習慣。

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

【參考文獻】

[1]《英語新課程標準》

[2]馬紅艷 《閱讀寫作一體化教學初探》

[3]徐桂芳 《高中英語寫作教學的實踐與初探》