初中生英语书面表达能力培养的途径与方法.docVIP

初中生英语书面表达能力培养的途径与方法 　　摘 要：初中生英语书面表达能力培养的途径与方法主要有：仿写、共写、提问式作文和独立作文等。培养书面表达能力还要改进评改方式，如范评、互评、自评与自改以及面评。 　　关键词：初中；英语教学；书面表达 　　中图分类号：G633.41 文献标识码：A 文章编号：1009-010X（2015）27-0049-04 　　教学的薄弱使得书面表达成为初中生英语学习的弱项。笔者曾对任教学校初二年级期中考试各题得分情况做过统计：试卷书面表达部分满分15分，平均得分8.6分，得分比57.3%，远远低于听力（86%）、语言知识（78%）和阅读（90.2%）。很多学生不愿意完成英语书面表达的作业，遇到书面表达就头痛，觉得无从下笔。即使完成了书面表达作业，写出的东西也是问题多多，语法错误频出、表达含糊不清、前后逻辑不畅、满篇词语堆砌、缺乏英语味道。完成书面表达过程中，学生不愿修改、不肯修改、不会修改。甚至有的学生，对于书面表达的学习任务根本不予完成。 　　造成这种局面，一方面和教师对于英语书面表达教学重视不够有关，另一方面也和教师缺乏英语书面表达能力培养的有效途径与方法，不知如何开展这方面的教学相关。对此，有必要进行研究与探索。下面是笔者的一些成功体验与做法。 　　一、增加学生的语言输入 　　（一）加大学生的英语阅读量 　　从初二年级开始，安排学生每周的阅读量不少于1500词，进入初三后每周不少于2000词。先是尝试着读一些英语短文，随着时间的推移，逐渐进入状态，有了感觉，开始读一些有生词但通过上下文能推测出词意的原著简写本。 　　（二）背诵 　　背诵范文能够加深学生对于语言的理解，内化语言知识结构，而语言的内化是语言输出的基本保证。我们每周都从单元学习内容中找出重点段落要求学生背诵。实践表明，通过背诵多数学生都能把重点句型和核心词汇运用到每周的书面表达训练上。 　　二、开展书面表达能力训练 　　（一）仿写 　　开展书面表达训练时，先给出内容相近、题材相仿的范文，让学生熟悉，再让学生进行相应的书面表达训练。这一做法的好处在于，让学生有例可依、有话可写，易于动笔。 　　案例：在九年级Unit 10教学过程中，我们开展了题为LuoMing’s Day的仿写练习。 　　范文：I’ve never been late for school， but yesterday I came very close. My alarm clock didn’t go off， and by the time I woke up， my father had already gone into the bathroom and I had to wait for him to come out. I had to really rush. I took a quick shower， had some breakfast， and then ran off to the bus stop. Unfortunately， by the time I got there， the bus had already left. I started walking， but I knew I couldn’t get to school on time. Luckily， my fried Tony and his dad came by in his dad’s car and they gave me a ride. When I get to school， the final bell was ringing. I only just made it to my class. （课本原文） 　　学生仿写作品： 　　This morning， LuoMing got up late because his alarm clock didn’t go off. When he got to the bus stop， bus had already left. He hade to ride his bike to school. When he got to school， he realized it was Sunday. He talked with his friend XiaFang about this， and they had a good laugh. In the afternoon， he went to the movies with XiaFang by bike. On their way， XiaFang’s bike broke down. They had to wal