论文部分内容阅读
随着“新课程标准”对学生写作水平要求的提高,英语写作教学引起了广大高中英语教师的重视。如何运用有效的教学策略来提高学生的英语写作水平,已成为一个值得教师深入探讨的问题。其实英语课本作为最直接可供利用的素材,是提高学生写作水平的良方。在平时的写作教学中,教师只要充分挖掘这个宝藏,就能让学生在学习课本的过程中提高英语写作水平。
一、在“说”中指导写
《牛津高中英语》每一单元的Welcome to the unit都是由图片和三个讨论题组成的,图片激活学生头脑中已有的知识,有效激发学生对话题的兴趣。笔者根据这一特点,采用在“说”中知道写的策略。说是课堂语言训练的常见手段。如模块7第4单元“Public transport”中,Welcome to the unit配有七句提示语,讲述了不同的交通工具的特点以及交通工具的发展历史,如:“In the 19th century, steam trains helped transport people all over the world. Ships were a popular way to travel from place to place in the 20th century. In the 19th century, roads became crowded in cities and so underground trains became popular. The maglev train is a new form of transport. It is powered by magnets. Aeroplanes are used to travel quickly over long distances.”画面设计的内容与学生的实际生活密切相连,非常适合学生。根据提示语,让学生谈谈自己如何看待交通工具的发展。这样激发了学生“说”的欲望,为他们的写作做有效的铺垫。同时让学生把“说”的内容写下来,将“说”转化为“写”。由于“说”得充分,有内容可写,这样的训练很受学生的喜爱。
在“说”中指导写的策略有许多好处,一方面促进预习,学生为了说得更好,会提前把整个单元仔细预习一遍。二是学生通过大胆地说,放开了思维,把说的内容落实到写的过程中。
二、在“读”中指导写
《牛津高中英语》所提供的文章,不仅是教的蓝本、读的范文,帮助学生学习语言、文化等方面的知识,也是习作的样本。阅读是写作的基础,阅读为写作提供了语言材料。通过阅读,学生吸收语言材料,然后变成写作的内容,打通了从读到写的渠道。
首先,教师在文本的教学中,指导学生学习多样的语言,积累语言材料,发展学生的语言能力。其次指导学生学习表达方法。通过读写结合,提高学生的英语综合素养。在教学过程中,解释词句的运用,把握篇章结构,把阅读中学到的方法运用到自己的习作中。
例如,第7模块第3单元Reading“The effects of the Internet on our lives——The Internet has positive effects on our lives”.
〔原文〕
I believe that the Internet has positive effects on our lives. There are two main points which must be included in any analysis of the Internet and its use. The first is its value for people who are looking for information. The second is the ability to build groups online and form friendships, which the Internet gives us.
When people are in need of information, from current affairs and weather forecasts to travel packages and academic research...
For these reasons, I believe the Internet remains a positive tool that helps make our lives better.
〔写作训练〕
最近你们班进行了一次关于报纸和网络各自优缺点的讨论。发挥自己的想像,以Newspaper And Websites 为题写一篇英语短文(150词左右),介绍你们的讨论结果。
〔学生习作〕
Recently our class held a discussion about the advantages and disadvantages of newspapers and websites.
Some students think newspapers are still the most popular means of getting information, and newspapers are easy to carry, so people can enjoy them at any time and place. Besides, the information people get through the Internet is usually unbelievable because everybody can issue news on the Internet.
However some students who support the Internet think the Internet contains various information and compared with newspapers, it is more attractive to people. And the information from the net is the latest. Nowadays people are used to getting information through the Internet.
In my opinion, both of the ideas are reasonable. And we can’t say which media is better. They are both the means of getting information and knowing about the world for us and are the most popular media in our life.
通过读,学生对文章的内容布局、语言组织有了一些可借鉴的经验,这是量的积累,我们还要通过写作实践来完成质的飞跃。学生不是机械地照搬原文,而是用原有的知识根据写作要求加以改造,恰当地模仿,从而完成写作任务。
三、在“做”中指导写
《牛津高中英语》教材的project板块引导学生进行探究性学习,把听、说、读、写的训
练从课堂拓展到课外。通过分工合作、调查访谈、交流汇报等形式的活动,用英语去做,呈现学习成果,完成课题。学习成果主要通过写的方式来呈现。如模块7第4单元的project“Traffic Accidents and Road Safety”,通过学习,教师让学生写一篇200字左右的文章, “What do the drivers do to prevent traffic accidents”或 “What do pedestrians and cyclists do to prevent road accidents”。这就体现了从语言输入过渡到综合能力输出的理念,实现了语言学习最高阶段的目标。在写作指导中,要充分利用教材内容,指导学生创造性地用英语写作,让学生切实感受信息的选择、利用和新信息组织或传输的过程。通过“做”中学写,增强学生写作的实践性。
在“说”中学写、“读”中学写、“做”中学写的活动里,教师要选择课本内适合写作训练的材料,指导学生进行写作,提高他们的写作水平。同时这种训练也是符合的写作训练的规律的。“说”中学写和“读”中学写是模仿语言、积累语言的重要学习阶段,这个训练到位了,“做”中学写的阶段就有了基础。在英语学习的过程中,课堂是学生学习的主要场所,课堂学习的教材含有丰富的教学信息,教师要善于发掘这些信息,有目的地培养学生的写作兴趣,调动学生写作的积极性和自觉性。经过高中三年持之以恒的训练,大部分学生都能够较好地用英语进行写作了。
参考文献
[1]教育部.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2003.
[2]戴建敏.借鉴阅读材料培养学生的写作能力[J].中小学外语教学(中学篇),2008(10).
(责任编辑 黄 晓)
一、在“说”中指导写
《牛津高中英语》每一单元的Welcome to the unit都是由图片和三个讨论题组成的,图片激活学生头脑中已有的知识,有效激发学生对话题的兴趣。笔者根据这一特点,采用在“说”中知道写的策略。说是课堂语言训练的常见手段。如模块7第4单元“Public transport”中,Welcome to the unit配有七句提示语,讲述了不同的交通工具的特点以及交通工具的发展历史,如:“In the 19th century, steam trains helped transport people all over the world. Ships were a popular way to travel from place to place in the 20th century. In the 19th century, roads became crowded in cities and so underground trains became popular. The maglev train is a new form of transport. It is powered by magnets. Aeroplanes are used to travel quickly over long distances.”画面设计的内容与学生的实际生活密切相连,非常适合学生。根据提示语,让学生谈谈自己如何看待交通工具的发展。这样激发了学生“说”的欲望,为他们的写作做有效的铺垫。同时让学生把“说”的内容写下来,将“说”转化为“写”。由于“说”得充分,有内容可写,这样的训练很受学生的喜爱。
在“说”中指导写的策略有许多好处,一方面促进预习,学生为了说得更好,会提前把整个单元仔细预习一遍。二是学生通过大胆地说,放开了思维,把说的内容落实到写的过程中。
二、在“读”中指导写
《牛津高中英语》所提供的文章,不仅是教的蓝本、读的范文,帮助学生学习语言、文化等方面的知识,也是习作的样本。阅读是写作的基础,阅读为写作提供了语言材料。通过阅读,学生吸收语言材料,然后变成写作的内容,打通了从读到写的渠道。
首先,教师在文本的教学中,指导学生学习多样的语言,积累语言材料,发展学生的语言能力。其次指导学生学习表达方法。通过读写结合,提高学生的英语综合素养。在教学过程中,解释词句的运用,把握篇章结构,把阅读中学到的方法运用到自己的习作中。
例如,第7模块第3单元Reading“The effects of the Internet on our lives——The Internet has positive effects on our lives”.
〔原文〕
I believe that the Internet has positive effects on our lives. There are two main points which must be included in any analysis of the Internet and its use. The first is its value for people who are looking for information. The second is the ability to build groups online and form friendships, which the Internet gives us.
When people are in need of information, from current affairs and weather forecasts to travel packages and academic research...
For these reasons, I believe the Internet remains a positive tool that helps make our lives better.
〔写作训练〕
最近你们班进行了一次关于报纸和网络各自优缺点的讨论。发挥自己的想像,以Newspaper And Websites 为题写一篇英语短文(150词左右),介绍你们的讨论结果。
〔学生习作〕
Recently our class held a discussion about the advantages and disadvantages of newspapers and websites.
Some students think newspapers are still the most popular means of getting information, and newspapers are easy to carry, so people can enjoy them at any time and place. Besides, the information people get through the Internet is usually unbelievable because everybody can issue news on the Internet.
However some students who support the Internet think the Internet contains various information and compared with newspapers, it is more attractive to people. And the information from the net is the latest. Nowadays people are used to getting information through the Internet.
In my opinion, both of the ideas are reasonable. And we can’t say which media is better. They are both the means of getting information and knowing about the world for us and are the most popular media in our life.
通过读,学生对文章的内容布局、语言组织有了一些可借鉴的经验,这是量的积累,我们还要通过写作实践来完成质的飞跃。学生不是机械地照搬原文,而是用原有的知识根据写作要求加以改造,恰当地模仿,从而完成写作任务。
三、在“做”中指导写
《牛津高中英语》教材的project板块引导学生进行探究性学习,把听、说、读、写的训
练从课堂拓展到课外。通过分工合作、调查访谈、交流汇报等形式的活动,用英语去做,呈现学习成果,完成课题。学习成果主要通过写的方式来呈现。如模块7第4单元的project“Traffic Accidents and Road Safety”,通过学习,教师让学生写一篇200字左右的文章, “What do the drivers do to prevent traffic accidents”或 “What do pedestrians and cyclists do to prevent road accidents”。这就体现了从语言输入过渡到综合能力输出的理念,实现了语言学习最高阶段的目标。在写作指导中,要充分利用教材内容,指导学生创造性地用英语写作,让学生切实感受信息的选择、利用和新信息组织或传输的过程。通过“做”中学写,增强学生写作的实践性。
在“说”中学写、“读”中学写、“做”中学写的活动里,教师要选择课本内适合写作训练的材料,指导学生进行写作,提高他们的写作水平。同时这种训练也是符合的写作训练的规律的。“说”中学写和“读”中学写是模仿语言、积累语言的重要学习阶段,这个训练到位了,“做”中学写的阶段就有了基础。在英语学习的过程中,课堂是学生学习的主要场所,课堂学习的教材含有丰富的教学信息,教师要善于发掘这些信息,有目的地培养学生的写作兴趣,调动学生写作的积极性和自觉性。经过高中三年持之以恒的训练,大部分学生都能够较好地用英语进行写作了。
参考文献
[1]教育部.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2003.
[2]戴建敏.借鉴阅读材料培养学生的写作能力[J].中小学外语教学(中学篇),2008(10).
(责任编辑 黄 晓)