陌上桑 裟椤双树 图片:小学中低年级英语作文教学初探

    写是通过文字传递信息和表达感情的方式。写作和其他练习，如造句、填充和选择等不同，写作要求表达清楚而完整的思想，其他练习则着重语言项目的掌握。换言之，写作的目的不是帮助学生熟悉某些语法项目或词汇，而是提高学生用英语表达思想的能力。
    小学生刚开始写作时兴致较高，也有许多想表达的想法和情感，但其表达能力却极为有限。于是他们的作文要么词不达意，要么条理混乱。此时，教师的正确引导就显得极为重要。笔者认为，教师可以从以下几个方面循序渐进和有条不紊地培养小学生的写作能力。
    　　一、读读写写
    写作与阅读密不可分。阅读不仅有助于巩固和扩大词汇量、丰富语言知识和提高运用语言的能力，而且可以训练思维能力、理解能力、概括能力和判断能力。学生通过广泛阅读，可以开阔视野，开拓思路，也可以了解英语的表达方式；优秀的文章还能为学生提供写作范例。以下是一位学生阅读文章My Family后仿写的小短文：
     I have a big family. There are five people in it. They are my grandparents, my father,my mother and I. My mother is a dentist. She works hard.She likes watching TV. My father is a doctor. He works hard, too. He likes singing. My grandpa was a doctor,too. He likes watching football matches.My grandma was a teacher. She was good at teaching. I am a good boy. I can make model cars,draw pictures,play computer games and so on. I love my family.
    学生通过仿写，不仅能锻炼写作能力，还能复习所学的单词和句型。
    学生仿写时不应完全照搬例文，切忌也不提倡仅采用只是改换人名、地点或情节的替换练习。
    　　二、说说写写
    口头表达是书面表达的基础。口语中包含了大量近似书面语的结构和措辞。教师应营造课堂交际的氛围，创造更多让学生说英语的机会。具体做法主要有以下三种：
    1.主题讨论
    组织学生就某话题进行讨论。讨论不仅能让学生互相启发，开阔思路，而且能充分调动不同层次学生的学习积极性。比如，在讨论自己最喜欢的季节时，学生会说出喜欢该季节的各种理由。例如：I like summer. Summer is never cold and freezing. I can swim and go to the beach in summer. I can eat icecream and watermelons in summer. 又如，一位学生写出的一篇习作——My Favourite Toy:
    My favourite toy is a Barbie doll. She is very beautiful. She is smaller than my other dolls. She has got two big eyes,a small nose and a small mouth. Her hands are small,too. She is always wearing a long,pink dress. Her shoes are black. I like my Barbie doll very much ,and she loves me,too, I think.
    2.连词成段
    对于小学高年级学生，教师可以采用连词成段的口语练习，之后让学生将所说的话整理成一篇小习作。例如，教师可以给出下列单词：run,trees,play games,swing,read,write,mop, clean, play football, eat, skip, happy，让学选取若干单词说一段完整的话。例如，孩子们在公园里游玩，学生在操场上玩耍，学生放学后参加劳动，学生进行课堂活动等。学生经过讲述之后写出的文章思路清晰，语句流畅。以下是一篇学生习作：
    Class is over. We can see some students on the playground. The boys of Class Two are playing football ,and some girls are skipping the rope under the trees. The students of Class One are having a running race. We can also see some students in the classroom. They are cleaning the classroom.Some are mopping the floor. Some are cleaning the blackboard. They are all happy.
    3.看图说话
    看图说话可以训练学生的观察能力、理解能力和语言运用能力。学生在图片的帮助下，运用合适的词句表达一个完整的故事。《新世纪英语》教材中有很多生动形象的图片，这些图片都可用作学生看图说话的材料。学生看图说话之后，教师可以让学生落笔成文。
    　　三、听听写写
    在听力教学中，教师应将对学生听力理解能力的培养与其他技能的培养结合起来，并通过培养听力技能促进学生写作能力的提高。笔者平时注重从语篇角度训练学生的听力理解能力。笔者让学生记下所听到的单词或词组，然后重新组合词汇新编故事。例如，学生听了一篇Tom's Daily Life的短文后，根据记录的信息进行再创作，写下了一篇题为My Daily Life的习作：
    My daily life is sometimes boring and sometimes interesting. I always get up late and hurry to school. In the morning,I have four lessons. I have lunch at school. In the afternoon,I often have three lessons. But on Monday I have two lessons. I think they're boring. I like Friday,because on Friday I only have five lessons all day. After class,I usually play with Yiyi. She is my best friend. In the evening,I usually do my homework. There is much homework waiting for me. I sometimes go to bed late. Oh! What a busy day!
    　　四、背背写写
    1.背熟句子
    要想写好文章，就要打好遣词造句的基本功，为此首先需要一定的词汇量基础。背诵句子和文章是积累词汇的好方法。例如，Side by Side 教材中的短文All the students in my English class are absent today中有一句话：What a shame Everybody in my English class is absent today.学生通过背诵短文，不仅理解了“What a shame!”的意思，而且还用到了作文中：
    I often have an art lesson on Friday. But one day I found the class so noisy. When I went into the classroom,I saw the boys playing video games, and the girls talking loudly. My art teacher was talking to my mother. I was so angry. I said: "Be quiet!" But the classmates did not listen to me. What a shame!
    2.背熟习惯用语和成语
    学生平时多记一些习惯用语和成语，写作文时就能得心应手。例如：
    习惯用语：It is said...（据说），I don't think...（我认为……不……），above all（首先），in the end （最后），in short（简而言之），couch potato（电视迷），……
    成语：rain cats and dogs（倾盆大雨），apple of one's eye （掌上明珠）， talk big （说大话）， have a nose for（爱打听），……
    　　五、画画写写
    小学生大都喜欢画画。教师可以让他们画身边喜欢的人、动物或玩具等，并让其运用所学的词语描述所画的人或物。学生通过画画写写，不仅可以复习所学的语言知识，而且可以表达自己的情感和想法，从中享受画画的快乐，体验学会运用所学语言的成就感。以下是一位学生关于米老鼠的短文：
    She has a round face,two big eyes,a small nose,and a big mouth. She also has two big ears.Who is she? Yes,she's a Mickey Mouse. How do you like her? I think she's very beautiful. Do you think so?If you ask me how I get her,I'll say she's a birthday gift from my mother. I "play"with her,I "sleep" with her,I "talk" with her and so on. My father and mother like her, too. My family all like her-the Mickey Mouse。
    　　六、填填写写
    小学低年级学生词汇量有限，很少做语篇阅读练习。教师可以将阅读材料中的一些关键词或词组挖空，让学生联系上下文猜词填空。填词练习既能训练学生的阅读能力，又能培养学生初步的语篇意识，并为高年级的写作打基础。
    例如，教师可以让三年级学生通过填词练习描述动物：
    My Pet
    I have a________. It is________and________. It has got________. It has got________and________. It can________. It can________,too. It eats________.My parents like_________very much. We are________friends.
    　　七、想想写写
    教师应充分发挥小学生丰富的想像力，让他们画出自己想像中的事物，然后运用所学的语言知识描述其想像之物。高年级小学生所想内容已趋于现实，而且也掌握了一定的词汇量，所以更能写出一些与他们生活密切相关的事物。比如：If I am a junior student in 2008，I'll be.../I wish I could...在想想写写的训练中，教师还可让学生通过想像将他们所学的事物，如动物、植物和学习用品等编成童话故事。小学生不仅喜欢看童话故事，而且更喜欢自己编童话故事。以下是一位学生写的一篇题为In a Jungle的习作：
     Angel was in a jungle in Africa. There were a lot of animals in the jungle. The elephant was resting quietly under the tree. The giraffe was eating leaves happily, zebra was runing fast through the grass. The monkey was dangling naughtily down the tree. The crocodile was swimming lazily in the lake. The parrots were talking to one another loudly. The rattlesnake was crawling slowly between the rocks. The lion was roaring proudly, "I am the bravest in the jungle! I am the king of the jungle!..."
    　　八、命题与评价
    1.命题原则
    小学阶段英语作文的体裁应以描写和叙事为主。由于小学生语言能力有限，教师可以采取命题作文的形式，选取与学生生活有关的或为他们所熟悉的内容，让学生能围绕题目有条理地展开叙述。《新世纪英语》教材中有很多与学生生活相关的话题，教师在完成一个单元的教学后，可以让学生仿写或续写本单元的课文。例如，教学该教材四年级上册的一篇故事Mother's Day时，恰逢教师节来临，笔者让学生写了一篇题为Teacher's Day的作文。教学Get Ready for a Picnic时，正值国庆节之际，学生在准备节日活动，笔者便给学生出了一个半命题作文，题为：Get Ready for...
    2.评价体系
    有一段时期，笔者发现学生的作文越来越短，内容越来越单调。经过调查和反思我发现，这段时间我总是将语言错误多的作文作为典型在全班讲评，使得学生写作时不敢大胆地想像和表达，只注重文中语言是否正确了。所以，评价学生作文时，内容应与语言并重，而且教师首先应充分肯定学生的创造性。
    笔者的教学实践证明，培养小学生用英语写作的能力是可行的。小学生能否写出内容有趣、语言通顺且可读性强的文章，关键在于师生双方是否对写作持积极的态度并为此做出不懈的努力。^