突破传统模式 活化写作教学
本文作者： 21ST
编者按:英语写作可以检验学习者对语法和词汇等知识的掌握情况，是英语教学中的一个重要环节，但是很多教师一直陷于传统的教学模式中，使得学生感到英文写作很枯燥。为此，本栏目精选了三例国外教师教授写作的实例，分别介绍了以校服为主题进行写作、关键词写作、引导性写作和模拟网络聊天四项生动有趣的活动。 School uniforms: point of view writing Linda Bulluck 本课所涉及的话题和学生息息相关——校服，学生的写、说和数学方面的能力都可以得到训练。 第一步: 首先，教师让学生列出对校服的看法，并就此进行讨论。接着，教师让学生阅读并讨论报纸上有关校服的文章。 第二步: 教师指导学生开展有关校服的调查，并将结果用图表显示出来。在这一环节中，教师可以让学生使用电脑完成。 第三步: 教师让学生表明自己的观点:学生是否应该穿校服，并将理由列出来。学生选择一个观点，根据自己的习惯打草稿。 第四步: 待学生完成以上环节之后，教师让学生互相交换作文，阅读两遍。教师要提醒学生，读第一遍时要注意观点、论证和作文的结构特点，读第二遍时要注意写作惯例。然后教师修改学生的作文。 第五步: 教师指导学生编排一档关于校服的谈话节目。学生要扮演以下角色:主持人、学生、家长、监督员、评审团成员和观众。芍鞒秩撕凸壑诜⑽剩率龉鄣悴⒒卮鹞侍狻４送猓淌箍梢越奈恼路⒈碓谛１ㄉ稀? THIS lesson deals with an issue that is important to students: school uniforms. It incorporates writing, speaking, and math. Activities Step 1 Have students list and discuss anything that comes to mind when they think about school uniforms. Read and discuss newspaper articles about the issue of school uniforms. Step 2 Conduct a class survey on school uniforms. Make a graph of the results. Optional: The graphing can be done on Microsoft Works. Step 3 Point of View prompt: Take a position on whether students should be required to wear school uniforms. As a class, generate a list of reasons both for and against. Students choose to be either for or against. Write a draft using the most comfortable format (webbing, outlining, listing). Step 4 Students exchange papers with a partner. Read first to check for focus, support and elaboration, organization and style. Do a second reading for conventions. Then revise the paper. Step 5 Conduct a talk show on the issue of school uniforms. Students will need to assume the following roles: talk show host, panelist-student, parent, administrator, board member, audience member. The host and audience members should generate a list of relevant questions. Panelists should prepare statements and plan responses to anticipated questions. If your school publishes a newspaper, you can publish student papers in the editorial section. I can write! Jeanette Corbett Huelva 以下介绍的两项活动有助于教师检测学生对知识的掌握情况并帮助他们树立英文写作的自信。 关键词写作 这是一项能够帮助学生树立自信的活动，每一步之间都存在着逻辑联系，而且不需要大量的准备工作。首先，教师让学生在一张纸上写一个关键词，比如说“万圣节前夜”，接着在这个词的周围写出相关联的词。然后，教师让学生用以前学过的句型造句，比如，我喜欢……，我不喜欢…… 引导性写作 这项活动很适合在一个单元结束的时候进行，因为学生可以借此使作文的结构严谨，使写作个性化。教师需要准备一张与作文主题有关的图片。例如，教师向学生展示一张热带岛屿的图片，告诉他们这是自己的“梦想之岛”，然后让学生描绘他们自己的“梦想之岛”。 接下来，教师让学生找出与主题有关的词语，并将这些词语分类，在黑板上分栏列出，给每一栏编上号码。接着，教师在黑板上写出几段描述性的文字，并用编了号码的纸或卡片将其中的关键词盖住。学生以组为单位，根据之前列出的词语栏，猜测被遮盖的关键词。例如，教师写出“我的岛屿位于……”学生就可以参考第一栏（位置）的词语进行猜测。然后，教师让学生根据黑板上的描述性文字来描绘他们自己的“梦想之岛”，他们可以用词语栏里的词语来替换被盖住的关键词。 THESE two activities give the teacher an opportunity to review what students remember and build their confidence in writing in English. Key word writing This is an easy activity with logical steps to build student confidence, and it requires minimum preparation. Students write the key word down the center of a piece of paper, for example Halloween. Then they add associated words around the letters of the key word. Next, using structures you have been teaching, they make sentences around the words, for example in our class we had been practicing,“ I like ... I don’t like ...” Guided text writing This is a good activity to use at the end of a unit because it allows students to consolidate structures and personalize their writing. The only preparation needed is a picture of the topic you are discussing and a prepared text. First of all, show your students a picture of the topic, using a picture or sketch of, for example, a beautiful tropical island. Explain that this is your dream island and they must now draw their own. Next, brainstorm vocabulary associated with the topic and categorize it in columns on the board. (For example, location, adjectives, things on the island, food, drink, activities.) Remember to number the columns. Then put a prepared description on the board, with the key words covered with pieces of card and numbered. In teams, students use the columns as a guide and guess the covered words. For example, the text could say “My island is in ...” , so students look at column 1 (location), and guess the correct word. When they have guessed all the words, cover them again. Then students use the text as a guide to write a description of their own island. They substitute vocabulary from the columns for the covered words to match their picture. Chating on paper Marta Joyce Sabbadini - Essinki 网上聊天涉及到说和写两方面，这个活动就是其模仿形式。它对在讲话前需要思考一番的学生是很好的训练，对过于在意语言准确性的学生也有所帮助，这个活动的重点就在于顺利地交流。 准备工作 教师将学生分为两人一组，并给每组发一张纸，用来记录简要信息，可以称之为“聊天页”。 活动步骤 首次进行这项活动时，教师可以和学生就网上聊天进行讨论，并以提问的方式重点突出本课的主题，比如:你在网上聊天时会用很长时间去组织语言吗？正确书写和快速交谈，哪个在网上聊天时更重要？ 此外，教师还可以引入一些在电子邮件和网络聊天中常用的缩略语，如:u代表you;2代表too，以及日常生活中常见的缩写形式，如:gonna;wanna。 首先，教师让每组的两个学生背对背坐好，并给出一个适合的话题让学生讨论。通常，需要学生互相商讨的话题收效较好，比如，和同伴商量如何度周末。教师给学生15分钟的时间，让每组利用纸条进行交谈，在学生交谈的过程中，教师要注意观察是否有学生在书写上花了较长时间。最后，教师让学生总结谈话的内容和谈话的顺利进行哪个更重要。重复进行一次这个活动可以使学生更加放得开。对于水平更高一些的学生，教师可以鼓励他们同时和几个人进行不同话题的交谈。 THIS activity simulates“chatting” — a popular (online) communication process which has features common to both speaking and writing. It can be used in the language learning classroom for students who still find it too difficult to speak without first having a little“thinking” time. It is also a means to move students away from being overly-concerned with accuracy, and focus more on successful communication. My students really enjoy this activity, especially the fact of being “allowed” to write notes in class! Preparation You will need one piece of paper per pair of students for writing on. To encourage students to write brief messages each time, this could be in the form of a “chatting page”. Procedure *The first time I do this activity with a class, I spend a few minutes discussing online “chatting” with students, highlighting some of the key features through concept-checking questions, such as: Do you spend a long time thinking how to formulate each message when chatting? Which is more important when chatting: writing everything correctly, or communicating quickly? *I also elicit / pre-teach some useful emailing / chatting abbreviations. Basic items could include: u=you; 2=too; c=see; 8=ate, etc. Students should also be encouraged to use contractions, and forms such as “gonna”“wanna”. *I then arrange the classroom so that each student is sitting back-to-back with a partner. *I choose a suitable subject for my students to “chat” about. Subjects requiring students to reach a solution are particularly effective, for example:Arrange to meet up with your partner over the weekend and decide what you are going to do together. *I explain to students that in order to communicate, they write a message on the first line of their paper, say “Hi, how are you?”, and “send” it over their shoulder to their partner, who will respond and pass the paper back as quickly as possible. *I set a time limit for the activity, say 15 minutes, and then students start chatting. *While students are chatting, I stand back and observe, only getting involved if anybody seems to be interfering with the communication process by taking too long to write back. *At the end of the chatting session I ask students to report back—either on the content of their chat or on how successfully they communicated. More advanced students can analyze their messages and discuss how in this situation communication is more important than accuracy. *Another follow-up activity can involve students talking aloud with their partner about the same subject they chatted on (i.e. re-doing the activity, but without that extra “thinking time”). * With higher level groups, you could also encourage students to start several conversations, so as to “chat” with different people at one time. |  |
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