单元主题式写作教学探索.doc

单元主题式写作教学探索单元主题式写作教学探索 浙江省上虞市实验小学 应天栋【摘要】: 在当前的小学英语教学中，教师往往组织大量的听说活动，而忽视对写的有效训练.学生语言能力的发展是综合的，听、说、读、写各项能力之间互相制约，互相促进。因此，我们在教学中应努力开发各种教学资源，创设多种教学情境，运用多种教学方法，设计一些符合学生认知规律、实效性较高的单元主题式写作活动，促进学生的英语书写表达能力的提高。【关键词】:写话教学，写话训练，写话能力，语言积累，语言实践 一、问题的提出在语言技能二级“写”的目标描述中，明确要求：小学生能模仿范例写句子；能写出简单的问候语；能根据要求为图片、实物等写出简短的标题或描述；能正确地使用大小写字母和标点符号。但在实践写话教学的过程中，效果却不尽如人意。我们的学生在进行写话时，暴露着语言知识实践能力薄弱，运用时失误较多，如climb mountain(s)。对已有的语言素材不能综合灵活运用，写话时中式英语思维比较严重。如“very like”、“He father”。同时教学中缺乏有效的、系统的写话训练。日常教学中，教师往往设计安排大量的听说活动，却忽视对写的有效训练，对写的内容安排较少，学生写话时教师也缺乏相应的指导，因此，学生在面对写话任务时存在较强的畏难情绪。为了提高学生的书写表达能力，在教学实践中，教师可以利用PEP教材的单元主题式编写特点以及教材中丰富多彩的教学资源，开展单元主题式写作教学活动，实现学生书写表达能力的提高。二、实施单元主题式写作教学1在词汇教学中渗透写在词汇课型中渗透读写教学就是利用学生新学的词汇，结合已学的句型，培养学生对句型或文本的阅读和书写能力，通过读写进一步巩固新学词汇。教材中的课文插图形象,生动,它们除了能够辅助学生了解学习内容外,也是很棒的说话写话材料。教师要善于运用插图,有目的地选择一些趣味性强、贴近学生生活的图片,训练学生写话。（1）融入情境练习写:PEP Book 5 Unit 4 A Lets learn中，教材配合课文内容安排了五幅插图，学完单词之后，教师可以利用这五幅图片（见图1），让学生说说Sarah能干的家务活： Sarah is helpful at home. She can sweep the floor. She cancook the meals. She can clean the bedroom. Sarah likes flowers.She can water the flowers. She can empty the trash too. 图（1）在六年级，这样的图片往往具有比较强的故事性，如Book 7 Unit 4 B Lets learn中的四幅图片本身就具有浓浓的生活性、故事性（见图2）。教师在请学生进行看图写话后，可以要求学生大胆设计一个开头和结尾，使之成为较完整的短文： My uncle is a teacher. He teaches English in a primaryschool. Every morning, he goes to work by bus. Sometimes he 图（2）goes to school by bike. In the evening, he often watches TV and reads newspapers. He likes reading very much. He is a good teacher, he is a good uncle, too.（2）完成插图练习写:PEP Book 6 Unit 2 Lets find out中要求学生Draw a tree and talk about the seasons（见图3）.教学中，教师可以组织学生讨论交流，补充图画内容，并借机引导学生写话：In spring, the tree is very young, it has many leaves. Theyare green. The birds play with the tree. They are very happy.In summer, the tree is very strong. The eaves are very green.Some children read books under the tree. Old men play chess too.The summer is gone, fall comes, the tree is very happy. Because 图（3）there are many sweet and juicy apples on it. The leaves are yellow, they are like beautiful butterflies. Winter comes, the tree is very cold, it has no clothes. It is not happy, because it has no friends.（3）图文结合练习写:PEP Book 6 Unit 2 A Lets learn中有四幅关于季节的图画（见图4），教师可以充分利用这些图画对学生进行说话写话的训练：Spring is a green season. The willows are green. Spring is a happy season. The ducks can swim in the river. Spring is a colorful season. The flowers are out. Summer is a red season. We always can see the sun. Summer is a hot season. Its always sunny. Summer is a sweet season. We can eat ice-creams. 这样的看词看图的主题式写话练习，学生容易兴趣盎然地接受，并各展所长，信心满满的完成它。 图（4）2在对话课中强化写（1）表演对话，多说多写表演是学生非常喜欢的一种展现自我的形式。课堂中，教师可以大胆鼓励学生改编课本对话，以此达到学生愿说，乐说，多说的目的，从而丰富学生的语言积累，为多写打下良好的基础。如PEP Book 7 Unit 5 B Lets talk中，可以让学生来扮演自己理想的职业角色，并让学生边演边说：I am an engineer: I work in a factory. Every day, I drive my robot car to go to work. I design it. I am a robot engineer.同时，教师也可以进行多角色的表演，让学生比较细致的感受文本，如Book 7 Unit 6 A Lets talk 中，可以请不同的学生来扮演水珠，水蒸气等角色，请扮演者表演并描述自己的旅行过程，从而让学生具体的、整体的感受雨的转化过程，而学生们生动的表演，形象的述说，都大大刺激学生写话的兴趣：I am Water Drop. I am cute and active. I like to swim. When its hot，I fly with the wind. I can play with my friends. When there are many friends like me，we fall down from the sky. I can swim in the water again.（2）游戏对话，多说多写游戏是小学生最乐意接受和参与的活动。教师可以根据教学内容，设计运用一些合适的对话游戏。PEP Book 5 Unit 2 B Lets talk中，学生学习完句型：Whats your favorite ?后，教师可以设置一个“打破砂锅问到底”的游戏,通过学生间不停的发问，学生的回答内容也会越来越丰富了，然后请同学把这些回答内容一一记载下来，如：I am Tom. My favorite food is fish. It can make me smart. My favorite song is “The season in the sun”. I like sports, too. I can play basketball very well. I often play basketball with my friends. So I am a smart, active and strong boy. （3）比赛对话，多说多写 在课堂中合理创设会话竞赛，可以让学生们说出想象,说出激情,说出能力;可以充分激发学生英语学习的“潜能”,最大限度地调动学生学的主动性、以及说的积极性与思维的灵敏性。如在教学PEP Book 6 Unit 2 A Lets talk中的句型:“I dont like. Its .”时，教师可以设置一个“火上浇油”的比赛：I dont like winter. It is too cold. It is too wet. It is always rainy and windy. The days are too short. I cant plant trees. I cant swim in the river. I cant get up (on time). 学生通过这样的说话写话训练,加深了对课文句式的理解和掌握,同时也真切的感受到了用英语表达情感的快乐和成就感.3在读写课中巩固写（1）重点句子仿一仿模仿是学习的必经之路,尤其是对于学习外语具有更重要的意义.让学生模仿课文中的重点句型,不失为学生说话阅读写话起步阶段的一种快捷而有效的好方法.如在教学PEP Book 6 Unit 2 B Read and write中的四会句子:Summer is good, but fall is my favorite season.时,教师可以给学生提供句式:_is _, but _is my favorite _.然后请学生先说后写.学生发挥想象,联系生活,一些充满童真童趣而又真实生活的句子纷纷呈现出来:Spring is beautiful, but fall is my favorite season.Apples are sweet, but oranges are my favorite fruits.Tomatoes are beautiful, but they are too sour.（2）故事留白补一补有些故事性较强的课文会有留白,这为学生的读写训练提供契机.这样的练习既植根于课文,又想象于课外.如PEP Book 5 Recycle2 Read and answer中，可怜的小猴子在帮爸爸干家务活时洋相百出，这时，教师让学生们大胆设想一下，从那以后，又发生什么样的故事:Monkey is very sad. He cant help his dad do housework. He wants to be helpful. He learns to clean his bedroom, sweep the floor, cook the meals and empty the trash. He wants to help his parents.（3）关键词语想一想一句话、一段话，让人印象深刻,回味无穷,往往是某个词语用的贴切,耐人寻味.英语课本中也不乏这样的句子,在理解之余,教师不妨趁热打铁，让学生从关键词入手，展开想象，练习写话。如：PEP Book 6 Unit 2 C Story time中，Zoom 和Zip 分别去正值夏天的澳大利亚和正值冬天的加拿大度假，可是等他们到达目的地之后，却发现两人的行李却带错了，故事中的this 和that 让孩子们忍俊不禁，哈哈大笑，面对这样的情景，教师可以借机询问学生：这里的this和that 到底指发生了什么，Zoom和Zip又该怎么办？同时教师可根据本单元重点，给学生提供句式： is , but . doesnt like , because cant .通过这样的引导,学生很自然有话要说，有话要写： Canada is beautiful, but I dont have ice skates. Australia is sunny and hot, but I dont have a bathing suit, I cant go swimming. Zip is angry, but she sends a postcard to Zoom. She draws an angry face on it. Zoom sends a postcard to Zip too. But he draws a happy face on it. Why? Because he can eat many fruits and good food in Australia. He makes many new friends.写话的内容要由浅入深，由易到难，由短到长，由少到多, 激发学生的学习兴趣, 增强学生的信心,使学生易动手、敢动手,愿动手,乐动手。同时，教师要善于展示学生的作品，因为这些是最真实，最童真，最贴近生活的文本，它们不但可以激