以读导写循序渐进培养学生英语书面表达能力

孙玉光

《英语课程标准》对小学生“写”的技能要求很明确，学生经过小学阶段的英语学习后应达到如下目标：1）能模仿范例写句子；2）能写出简单的问候语；3）能根据要求为图片、实物等写出简短的标题或描述；4）能基本正确地使用大小写字母和标点符号。但目前小学生英语书面表达教学的现状不容乐观，主要表现在以下几方面：一是学生的生活知识和常用的英语词汇比较贫乏，在进行语言表达时遇到较大的困难，缺乏语言积累，在表达方式上受汉语语言习惯的影响；二是学生缺乏写作素材，缺乏内心表达的需要；三是对学生书面表达的评价形式单一，侧重于终结性的评价，缺少互动，难以激发学生写作的兴趣；四是教师对英语听、说、读、写的教学缺乏整体性的思考，在许多公开课中，教师轻视学生动手写的机会。为此，在教学中笔者以“以读导写，循序渐进，培养能力”的思想为指导，进行下列的尝试。

让生活走进课堂，创设真实情境，

激发学生读与写的欲望

表达是人类心理的需要，写作训练首先要以激发学生内心表达的欲望为切入点。笔者尝试以模拟真实的情境，创设贴近生活实际的真实语境。当学生在一个真实的语言环境中学习“身边的英语”时，谈论他们感兴趣的话题时，他们就会处在一个最佳的学习状态，并乐于用英语来表达。

例如在练习“我最喜欢的动物”这一写作话题时，笔者按以下步骤进行设计。

1）讲故事。教师扮演成农夫的样子，结合动画和Old Macdonald的背景音乐：“Hello, I am a farmer. This is my farm. There are so many animals on the farm，they are ducks, dogs, cats, rabbits, monkeys, bears, kangaroos, pandas and elephants. They are my good friends. I love them，and they love me, too. Today, they are going to have a fashion show. Look, this is my favorite animal.”2）出示短文。My favorite animal，指导学生分组阅读，一边阅读一边根据短文内容选择恰当的服装，涂上颜色，再回答短文后面的问题。3）学生分组打扮自己喜欢的动物，然后小组合作完成My favorite animal的书面表达。4）小组间相互交流、展示与评价。

这个教学活动以一个小故事导入My favorite animal的范文阅读，学生在听听、读读、画画、说说的活动中读懂短文，接着由学生打扮自己喜欢的动物参加时装秀，再把小动物写下来，学生对此很感兴趣，在兴致勃勃的氛围中用英语表达着他们的情感。

让学生在读写中尝到成功的喜悦

文章是由句子贯串起来的。句子积累越多，写起来就越顺手。随着所学词汇数量的增多，可以让学生以小组为单位看图造句并写下来，比一比，看看哪个小组的句子最多。教师把具有代表性的句子列在黑板上，让学生把自己喜欢的句子摘抄下来。不论句子长短，恰当鼓励他们。

由句到篇，培养技能

很多小学生都能用单词说出、写出简单的句子，但是要写成一个片段就不那么容易。如何让学生从句子过渡到片段呢？在教学中笔者要求学生围绕一个中心词看图说出多个相关的句子，并把句子板书，然后让学生挑选适合的句子，加上自己的想象，整理成一个有条理的片断。如以cat为中心词，学生说出了如下一些句子：“This is a cat. It's a dirty cat. I like cats. I have a cat. My cat is lovely. It's a white cat. The cat has two big eyes. The cat likes eating fish. The cat can catch mice. The cat has a long tail. The cat has a big mouth. The cat has two short ears. The cat has small nose. The cat is my good friend.”以下是一个学生整理出的片段：“I have a cat. Its name is Mimi. The cat is white.1She has two big blue eyes, a small nose, a long tail, two ears and four legs. She likes eating fish．She can catch mouse. She likes playing ball. She runs very fast. She is very clean. She has many cat's food. Mimi is my good friend. I like Mimi! Mimi likes me, too.”

实践证明，只要持之以恒，学生书面表达技能的培养一定能收到较好效果。

交流展示，共同提高

每次书面表达训练，笔者都留有时间让学生在学习小组内交流，并挑选、展示一些具有代表性的习作，让学生以个人、小组或集体的形式进行评价和修改。针对小学生易受暗示、从众思想较重和自我判断能力相对较弱的特点，所出示的短文不公开姓名，使学生的交流更真实。还预先教会学生一定的评价技巧，如先通读全文、评整体结构是否完整；再细读短文，评单词、短语、语法的运用；可以评整体，也可以评一点；可以评长处，也可以评不足等。尽可能地让学生在师生、生生的互动中提高赏析与修改的能力。例如在Friends with English Book 5 Unit 10 Tree Planting Camp的看图写话训练中，一名学生的习作是这样的：“Today is very sunny. The birds singing, The flowers is open. Tony and he family is in Tree Planting Camp．They very busy. Tony and jenny is planting tree. Gogo is helping Tony and Jenny. Ben cooking the dinner. Lisa calling to her friend. Where is Mrs. Green? She is painting to picture. What is the Mr. Green do? Oh, look! He is washing the boots. It's dirty but clean now. Today they are busy. Buy they are happy.”

经过学生的修改和补充，文章变得准确完整：“Today is Sunday. It is sunny and warm. The birds are singing. The flowers come out. Tony and his family are at the Tree Planting Camp. They are very busy. Tony and Jenny are planting trees. Go go is helping Tony and Jenny. Ben is cooking dinner. Lisa is calling her friend. They are talking about the Tree Planting Camp．Where is Mrs. Green? Oh, she is painting a picture. There is a nice boat in the picture. What is Mr. Green doing? Look! He is washing the boots. They were very dirty but they are clean now. They are tired, but they are very happy.”

在平时的教学中要善于将一些优秀的习作收集起来，定期展示，让学生自由阅读，摘录、领会其中精彩的句子或段落，以此丰富自己的语言储备，积累写作素材，提高书面表达能力。

（作者单位：河北省临西县水波学区）