采用新颖练习形式 丰富写作课堂教学
本文作者： 21ST
编者按:本期本栏目精选了三例国外教师进行写作教学的实例，从注意词语细微含义差别、全班参与编写故事和针对不同读者的写作三方面探讨教学方法。 Expanding descriptive verb use Kenneth Beare ONE of the most important steps in improving writing skills is expanding the use of more descriptive language when describing actions. Students tend to repeat verb usage like “He said...”“She told him...” and “She asked...”. The target of this activity is to make students more aware of the subtle variations, which they can employ by using more descriptive verbs such as “He insisted on...”and “She giggled...”. Step 1: Write “say, laugh, eat, think, drink” on the blackboard and ask students to divide into small groups to think up as many synonyms for these verbs as they can. Step 2: Once students have finished this exercise, pool the results together. Ask one student to take notes and photocopy the class results. Step 3: Ask students to do the exercise below in groups, matching specific verbs to general meaning verbs. * Exercise: matching specific verbs to general meaning verbs General meaning verbs: tell / move / say / laugh / eat / drink / throw / run / move / hold / walk Specific verbs: exclaim / toss / stagger / munch / slurp / twist / writhe / hurl / gulp / fidget / mutter / wander / instruct / nibble / snigger / hug / trudge / jog / mention / wriggle / bend / grasp / whisper / pass / swallow / chuckle / order / insist / giggle / clutch / sip / sprint / lob Step 4: Once students have finished, compare answers as a class. Teacher’s acting abilities might be called on to explain the subtle differences between the verbs. Step 5: Ask students to write simple stories about something that has recently happened to them. Instruct them to use simple verbs such as “say”“make”“tell” and “walk”. Step 6: Put students into pairs and ask them to exchange their stories. Each student should elaborate the texts of the other student by using as many verbs previously studied as they can. Step 7: Once students have finished, the class can have some fun reading the stories aloud. 改进写作技巧的重要方法之一就是增加描述性词汇的使用量。学生在写作时倾向于使用简单的动词描述动作，如“He said...”, “She told him...”和“She asked...”。本课堂练习的目的是让学生使用“He insisted on...”和“She giggled...”等描述性较强的动词，从而意识到词语含义之间的细微差别。 第一步:老师在黑板上写上“say, laugh, eat, think, drink”这几个动词，让学生分成小组尽可能多地找出这些词的同义词。 第二步:当学生完成这项练习之后，把他们找到的单词汇集到一起。让一名学生做记录并把结果复印若干份。 第三步:让学生以小组为单位做练习，将具有精确含义的动词和概括含义的动词按意思搭配。 第四步:当学生完成练习之后，以班为单位比较他们的答案。老师可以用表演的形式解释这些动词之间细微的含义差别。 第五步:让学生用“say,make,tell,walk”之类的简单动词描写最近发生在他们身上的故事。 第六步:把学生每两人分成一组，让他们交换故事。每名学生要尽可能多地使用之前学习过的动词描述对方的故事。 第七步:当学生完成此项练习之后，全班同学可以依次朗读他们的故事。这是一个比较有趣的环节。 A creative writing activity Nik Peachey THE focus of this activity is on developing students’ writing skills, but it’s also good for them to develop listening and reading skills. Step 1: Ask students to draw the face of a person in the top right-hand corner of a piece of plain paper and to give the person a name. Then ask them to write five adjectives to describe the person’s appearance and five more adjectives to describe the person’s character on the top left-hand corner of the paper. When they’ve finished, ask them to write two things that the person likes doing and whom the person lives with. Step 2: Dictate the following sentence to students: “It was a dark and stormy night and...”. Stop at this point and ask them to write down the name of the person they have drawn, followed by the word “was”. Step 3: Ask them to complete the sentence from their imagination and add one more sentence. Step 4: Once all the students have added a sentence to their stories, tell them to stop and pass the paper to the student on his/her right. Step 5: Ask each student to read through the beginning of the story in his/her hand and then add one more sentence to it. Step 6: Once they’ve finished, ask them once more to pass the paper to the one on his/her right. Continue to do this with each student adding a sentence to each story, gradually building up each story as the papers are passed around the class. Step 7: Continue with this until you decide that the students are starting to lose interest or have written enough and then tell them to finish the story. Step 8: Ask the students to read stories one by one and decide which is best or give each student a story and ask him/her to try to find and correct errors. 这项练习的重点是锻炼学生的写作能力，同时也有助于提高他们的听力和阅读能力。 第一步:让学生在一张白纸的右上角画一张人脸并给这个人起一个名字，然后在左上角写5个描述此人外表和5个描述性格的形容词。当他们完成之后，让他们写上这个人喜欢做的两件事情以及他/她和谁住在一起。 第二步:给学生听写以下句子:“It was a dark and stormy night and…”。让他们写上所画人物的名字，名字后面写“was”。 第三步:让学生发挥想象力完成这个句子并续写下一个句子。 第四步:当每名学生都写完之后，让他们停笔并把纸传给坐在右边的同学。 第五步:让学生阅读手里的故事开头并续写一个句子。 第六步:当他们完成之后，让他们再一次把纸传给坐在右边的同学。保持这种每名学生为故事续写一句话的做法来逐渐完成每个故事。 第七步:当学生对此失去兴趣或者故事已经写得足够长的时候，让他们完成故事。 第八步:让学生依次朗读故事并选出最好的一篇或者发给每名学生一篇故事让他们发现并改正错误。 Different readers Eniko Csomay THE aim of this activity is to raise students’ awareness of the different syntactic, lexical and discourse patterns that they adopt when writing to various types of reader. Step 1: Put various objects on your desk apart from the books you normally bring to class. Step 2: Ask students to form pairs or groups of three. Step 3: Give out task cards, on which you tell the students to which reader they need to write a paragraph describing the desk. The reader could be the following: one’s grandmother; a 4-year-old sister; the principal of the school; a scientist; a fellow student; the teacher... Step 4: When they’ve finished writing, rearrange the class so that each reader type gets into a group. Step 5: Ask students to summarize the types of words and expressions they used for the different readers. If it is a more analytical group, ask students to look at sentence structure (simple, complex, compound). Step 6: When students get back to a whole class format, ask the following questions: “What words were used for the various readers for ...?”“How many simple sentences are there in the various paragraphs? How many more complex ones?”“How many (and what kind of) adjectives are there in the paragraphs?” Step 7: Ask students to rewrite the paragraph based on the questions in the next lesson. The purpose is to make students aware of not only the process of writing (drafts) but also the fact that when they are more aware of their readers, they could manipulate the language they use for the purpose of writing. * Variation Ask students to write to the same reader but in different genres. For instance, they may write a poem or a narrative. Or, they could write for different purposes. For instance, the paragraph could be written for a furniture magazine in which you would like to put an advertisement about the desk. It could be given as homework. Students need to describe their own desks that cannot be seen by the other students. The more precise and vivid the description is, the better for the others to imagine the desk. 这个练习的目的是唤起学生针对不同读者运用不同句法、词汇和论述模式的写作意识。 第一步:在讲台上放置除了课本之外的不同种类的物品。 第二步:让学生每两人或三人结成一组。 第三步:发给学生任务卡片，让他们写一段文字描述讲台。卡片上面写有他们所要写作的对象，这些人可以是他们的祖母、4岁大的妹妹、校长、科学家、同学、老师等。 第四步:学生写完之后，让写给同一类读者的学生结成一组。 第五步:让学生总结写给不同读者类型所用的不同的单词和惯用表达法。如果学生的分析能力较强，让他们关注句子结构（简单句、复杂句、复合句）。 第六步:让学生以班为单位回答如下问题:“What words were used for the various readers for ...?”“How many simple sentences are there in the various paragraphs?”“How many more complex ones?”“How many (and what kind of) adjectives are there in the paragraphs?” 第七步:下次上课时让学生根据问题重写段落。这样做的目的是让学生意识到除了写作的过程之外，他们在认识清楚读者身份之后，可以更好地运用语言。 * 其他练习形式 让学生用不同的文体写文章给同一个读者阅读。比如，他们可以写一首诗或一篇记叙文。或者，他们还可以出于不同的目的写作。比如他们可以写给一本家具杂志，为桌子做广告。 老师也可以给学生布置家庭作业，让他们描写自己家里的桌子。他们使用的语言越准确、形象，就越有利于别人想象桌子的样子。 |  |
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