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(以读促写,以写促读—让英语阅读和写作绽放精彩)

(以读促写,以写促读—让英语阅读和写作绽放精彩)
(以读促写,以写促读—让英语阅读和写作绽放精彩)

科目:学科论文

题目:以读促写,以写促读

——让英语阅读和写作绽放精彩作者单位:南海区大沥镇沙溪小学

作者:陈小洁

此论文是陈小洁老师于2012年9月1日至2013年8月31日期间撰写的。

以读促写,以写促读

——让英语阅读和写作绽放精彩

【内容摘要】:在小学英语阅读教学中,利用“以读促写,以写促读”的训练方式,教师利用各种教学形式点燃学生的阅读和写作兴趣,让学生的阅读和写作水平有进一步的提高,而且会绽放得更精彩。在平时教学中要引导学生把阅读中学到的基本知识和技能,运用到自己的英语写作中去。也就是说:阅读是吸收——输入,作文是表达——输出。所以英语教学一定要注重英语词汇的积累和储存,为学生的输出作好铺垫。实践证明,阅读与写作是英语教学中的两个方面,两者是相辅相成的,以读促写,以写促读,是提高学生的阅读和写作水平的有效方法。【关键字】:以读促写以写促读绽放精彩

《小学英语课程标准》指出,小学阶段的英语教学要使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的语言综合运用能力。小学教学一直注重“听、说、读、写”的训练,在小学考核中听、说、读、这三方面取得了不错的成绩,而英语教学中,写作方面的书面表达却相对弱,学生写作水平难以提高。事实上小学英语的“写”是“听、说、读方面的进一步延伸和体现。写作教学有助于词汇积累、句型表达、语法、篇章等语言知识的学习,而且能够促进听、说、读和表达能力的进一步发展,同时,听、说、读和表达能力的训练又有利于写作能力的培养。英语写作教学对于帮助学生了解英语思维表达方式,大大提高学生综合运用语言知识的能力。所以在小学英语阅读教学中,以“以读促写,以写促读”的训练方式,教师利用各种教学形式提高生的阅读和写作兴趣,让学生的阅读和写作水平有进一步的提高,而且会绽放得更精彩。在平时教学中要引导学生把阅读中学到的基本知识和技能,运用到自己的英语写作中去。也就是说:阅读是吸收——输入,作文是表达——输出。所以英语教学一定要注重英语词汇的积累和储存,为学生的输出作好铺垫。实践证明,阅读与写作是英语教学中的两个方面,两者是相辅相成的,以读促写,以写促读,是提高学生的阅读和写作水平的有效方法。

一、打好基础,培养学生阅读兴趣

运用自然拼音法记忆单词、认读生词,过好单词认读关是开展阅读活动的基础。学生看着字母就可以直接读出该词的发音,解决新单词。运用多种教学手段

让孩子们熟练运用 phonics 。在掌握了phonics 后,做到看词能读,听音会写。学生的认读能力会大大提高,就能够进行自由阅读,学生自然而然就喜欢上英语阅读了。英语词汇是学习英语的基础,词不离句,句不离篇,所以要提高英语阅读和写作能力,积累单词是最重要的。

对于学有余力,能力较强的学生来说,我会提议让学生准备一本英语课外阅读书,在阅读中积累新单词,我都在教室墙壁上专门腾出一栏是“Word Bank”,让学生适当补充一些课外的相关同类单词,可以更好地扩大全班学生的词汇量,让学生学到更多书本以外的知识。在满足学生认知需求的基础上,增强他们的语言表达能力。

在平时的教学中要培养学生良好的英语书写能力,除了单词书写规范,句子的正确书写更为重要。所以我会更需注重对句子运用能力的培养。英语教学中词不离句,我会应利用一切机会,使用各种手段,激发学生说和运用句子的兴趣。在平时的教学中,每次重点句型教授结束后,我都让学生对一些重点句型进行“连词成句”的练习,虽然考试没有这些题型,但通过这种练习,无形中让学生熟悉句子的排列结构和相关语法。只有掌握较为准确的句子结构,才能正确地启发学生运用英语进行日常交流。

二、加强篇章阅读,为写作作铺垫。

篇章阅读是写作的基础,古人云“读书破万卷,下笔如有神”,句不离篇,在前面积累词和句的基础上,就能进行大量的篇章阅读,丰富和积累大量素材,为写作作好铺垫。

在我们的英语书上有许多阅读篇章和小故事。平时用好这些文章以此来充分调动学生的阅读兴趣。我在上课前对书上的篇章进行充分地思考与准备,因为一些篇章往往比较枯燥,如果上课只是简单地让学生读一下,完成下课后的练习,久而久之,学生的阅读兴趣肯定大减。所以我会对所学的篇章进行重组,结合相关的语境供学生阅读,或者在教学语篇时丰富一些幽默、趣味的课外知识。

为了拓宽学生课外阅读面,我针对每单元的学习主题,透过网络和课外读物找出适合学生阅读水平的故事,儿歌等,为学生提供了大量的阅读素材。同时,我还鼓励学生到书店购买适合自己阅读的英语读物,引导学生在阅读过程中养成记单词的习惯,发现单词记忆的灵活性,用各种奖励机制激发起学生阅读的兴趣。

通过广泛的阅读,能让学生储存到大量的英语单词、句子,形成较好的语感,为学生的写作作好铺垫。

三、循序渐进,提高写作能力。

“滴水穿石非一日之功,冰冻三尺非一日之寒。”提高英语写作能力必须由浅入深、由易到难、循序渐进、一步一步地引导学生进行训练。在小学阶段作文教学可以我采取以下多种形式进行:

(一) 训练口头表达能力。如:低年级的学生刚开始学写句子,可以先练习口头表达进行简单的自我介绍:Hello!I’m a boy. I’m 9. I’m strong. I have short hair, two small eyes, a big nose and a big mouth. I like sports.

(二) 模仿造句。用Let’s learn学过的词、短语或句式,模仿课文中的表达方式造句,如:将I like grapes.可以换成I like apples.\I don’t like grapes.等。这种形式不仅巩固了学生的新知识,同时也有利于拓展句子运用。

(三)给出关键词,训练连词成段。给出五到六个单词或词组,如: Sunday, go to a park, fly kites, by bus, happy.让学生根据这些词用不同的句式表达出来,这篇简单的英语作文就写出来了,而且不同的学生有不同的表达方式,以下这篇就是最基本的,如果基础好的学生,还会拓展在公园发生和见到的事物,可以写出较多的句子。Today is Sunday. I go to a park with my friends. We go there buy bus. We fly kites there. We are so happy.

(四)填空式复述作文。这种形式可以让学生对课文进行复述,教师把要复述的短文挖空一些词句来让学生填补完整。

(五) 仿写作文。学完一个完整的单元,教师可以根据本单元的主题,帮助学生归纳、整理知识点,围绕主题,要求学生进行仿写作文,通过这种训练方式,能引起学生对英语时态和语态的重视。例如:一般现在时主语是第三人称单数,动词加“s”或“es”,这是学习的难点。教师可让学生先写一写自己周末的活动,然后调查朋友的周末活动,进行第三人称的例文仿写。通过对比,使学生对同一时态不同人称动词的运用有了更深刻的理解。

(八)多方位练笔。在字、词、句的基础上,要拓展学生自由表达的平台。老师可以提供给学生一些图片、信息和素材,让学生运用所学到的语言来进行表述。如:It’s a sunny day !What are they doing in the park? 引导学生根据图和问题,说出各人物正在干什么,并进行写作。教师还可以给出如:If you

are busy…类似这样的半命题性质的作文,让学生充分发挥自己的想象力,运用习得的词汇来完成语篇的书写。综合性作文:每个周未,教师可以让学生自由写作,可以任选单元中的几个词汇或可以写与本个单元主题相关的文章,让学生尝试用英语自由表达自己的想法,帮助学生将丰富的词汇和精彩的句型运用到英语写作中去。

在平时的英语教学中,要围绕课文,开辟以“读”引“写”的路径。换位性训练:我们阅读课文时,习惯站在作者的立场上,循着作者的思路去考察、理解课文中的人和事。换位训练就是让学生转换一个角度、从自己的立场和经历来表现内容。如在教完阅读文章后,我便让学生进行换位练笔,从自己的经历出发,先利用表格方式列出自己的周末活动,然后同位相互介绍,还可以请出个别优秀同学示范先说,使基础差的学生,得以参考,最后大家都可以用写出自己的周未生活。

四、发挥学生主动性,培养自改作文的能力。

在写作的开始阶段,可以拿出一篇范文,老师利用投影仪与学生共同修改,指出学生的普遍性错误,引起学生注意。培养自改作文的能力,通过师生这样互动,鼓励学生同一个意思用不同的方式表达,是使学生的作文得到进一步的完善。另外还可以采取同学之间互相阅读、修改作文的方法,也可以形成一种语言意识。学生既是作者又是读者,通过这种形式地阅读别人的作文,学生们可以学到更多的写作知识和技巧;同时也培养了学生在写作时正确运用语法的英语表达方式。学生的作文经教师批改后,订正是通过个人作业和小组活动相结合进行的。这种做法既培养了学生自主学习的能力,又能使学生学得更灵活。

学生的潜能力是无穷的,只要教师善于引导,加以启发,多为孩子创设合适的条件,加强阅读和写作实践,在运用中帮助学生去感知、去理解、去记忆,一定能培养出学生对阅读和作文的浓厚兴趣,并大大提高他们的英语阅读和写作能力和水平。

【参考文献】:

1、义务教育《英语课程标准》,北京师范大学出版社,2011年

2、左焕琪,《外语教育展望》,华东师范大学出版社,2004年

3、张瑾华,“词、句、篇三部曲写作方法实验研究”,《中小学外语教学》2002年第7期

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