提高小学生英语作文能力的策略.docx

提高小学生英语作文能力的策略.docx
提高小学生英语作文能力的策略.docx

提高小学生英语作文能力的策略

张丽

英语写作是小学牛最为头疼的一件事,而乂是英语考试必不可少的一部分。怎样让学牛具备此英语写作能力呢?

1训练学牛说的能力

英语作文如同母语作文一样,要想会写必须先会说,只有说出来才能写出来。但是学牛怕羞,不敢说,担心发音不准,语法不对,被人耻笑。作为老师要多鼓励孩子们敢说,想说、乐于说,你来说,她来说,全班说、小组说、变着法儿让这个话题人人都能说。在这基础上,我才鼓励学生动笔,确保每个同学都能写出完整通顺的句子。还可以通过看图来训练孩子们的英语说的能力。因为看图说话和看图写话,是引导学牛从观察具体的形象入手,提高口头和书面表达能力的重要方法。它不仅对培养学牛具有健康的思想感情和高尚道德品质有一定影响,而且对训练用词造句、布局谋篇的能力,培养观察事物、分析表达事物的能力,都有很大的作用,它是作文教学极为重要的一项基础训练。看图说话和写话,可以是一幅图说一句、写一句,或说几句、写几句;也可以是几幅图写一篇或一幅图写一篇。看图中尽量创造一种轻松、和谐的氛围,让学生们说出自己观察到的事物和自己的感受,即使是简单的一句话或三言两语, 老师也会说出自己发自内心的激励语言:“Very good!” “It's right.”激发学生们想说、愿说、敢说的欲望,然后,让他们把自己所说的内容写下来。平时我还一方面引导学生用学过的词写简单的句子,另一方面以丰富多彩的生活为内容进行一日一句的“写话”训练。开始要求不高,只要学生能动笔写,遵循“起点低、坡度小、写生活”的原则,重表扬,不批评。等到学生能写一句完整的话后,进而提出适当的要求。如给学牛几个词,让他们组合成一句完整、通顺的话,先练习说,在会说的基础上,鼓励他们大胆地写下来。这样,通过多种形式的练习,不仅可以从说完整的句子过渡到写下完整的句子,在实践中初步

形成句子的概念,而且也有利于巩固单词,提高学生语言认识和表达能力。例如,在Summer vacation.这个课例中,我围绕写作主题需要,进行多种说的训练:用句型I'm going to ____________________ ?(American\Hong Kong\Beijing…)说出去的

不同地方。

用同样的方法引导学生说出各种交通工具:「m going to get there by

________ .(bus\train\plane---)又根据写作的需要,引导学生说出各种活动IF

going to ______ . (watch TV\go to shanghai\ listen to music\make models\take some

photos\planttrees---)这样通过大量的造句,由句成段,学生感觉非常容易。

u What can you say, what can you write,T你能讲出来,就能写出来,在进行了大量说的

基础上,写,不是顺理成章的事么?

2扩大学生的词汇量

一篇用中文书写的文章大致包括:字、词、句、段。同样,英语作文也必须重视单词和句型的运用。所以平时对学生进行一些组词的训练,适当地教学一些教材以外的常用的简单词句,有意识帮助学生扩大词汇量,这样可以为以后的英语作文打好扎实的基础。如关于器官,可写:a small mouth, a round face, two big eyes, two big ears, four long legs, black hair 等。关于事物可写:a Iong ruler, a brown bear, a tall tree, a lovely dog 等。这样学生如要介绍一只小动物,就只需在这些词组前加入一些关键词,就可完成一段关于动物的描述。如要介绍一只可爱的小狗,就只需给出一些关键词:It is???lt has???lt can…学生就能很顺利地完成一段话。这一方法的训练,学生所犯错误比较少,而且可提高学生英语写作的兴趣,打消学生一贯的对作文的恐惧心理。

3坚持写英语日记

要求学生写英语日记,可以是一句话,也可以是三言两语,只要坚持写就行。实在写不出来,可以根据范文例句进行改写也行。例如,教材中有一篇文章介绍的是某个人在上周末做的事情,通过这篇文章学生学习了现在进行时、一般现在

吋与一般将来吋等时态。根据部分学生很容易混淆吋态与动词的用法等情况,笔者要求学生模仿范文,用改写人称或改写事件内容的方法写一下自己的周末。由于大家对自己的周末都很熟悉,很容易就完成了写作任务。进行模仿写作训练,能让学生更加轻松地掌握写作技巧。经过一段吋间的日记训练,学生在英语表达上有了很人的进步。写英语作文的信心也建立起来了, 这时,可把简单日记加强为一段话日记。在写一段话日记前,可从以下三点教学生如何完成一段话日记。第一,写什么。(写你身边熟悉的人或事)第二,在哪里?(写出事情发生在什么地方)第三,做什么。(写出人物在做什么事情)让学生写自己熟识的人和事,以日记的形式进行练习,是训练学生写作能力的很好方法,也是形成语言思维的有效途径。学生在已有的简单的写作水平的基础上,可对学生进行一些熟识的人和物的写作训练,这样可以为以后的英语作文打好扎实的基础。

小学生英语写作能力的提高必须经过一个持续、有效的训练过程,它需要教师从简单入手,注重口语训练、注重积累输入,鼓励交流习作、并给予积极性的评价,有计划地进行组织、训练并正确引导,切实提高小学生英语作文的写作能力。

作者单位:河北省沧县杜林乡小滩中心学校

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