[中学英语基础写作教学的散点透视.docVIP

中学英语基础写作教学的散点透视 阮长玉 学校:广州市育才中学 发布时间： 2012-11-27 9:35:55 随着对语言技能的听说读写要求的提高，写作教学这一技能的训练在英语教学中日益受到重视。因此，如何提高中学写作教学的成效已成为许多老师急需解决的问题。 过程教学法和体裁教学法相结合可适用高中学生的写作教学。一方面，过程教学法可以加强学生的写作技巧，从语言形式上和写作程序上培养他们良好的写作习惯；另一方面，体裁教学法可以从写作内容、目的和语言功能等方面培养学生语篇建构能力，发掘他们的写作潜力。　 过程-体裁教学法实施过程： 过程-体裁教学法的写作过程分三个阶段：写前阶段、写作阶段、和写后阶段。下面笔者将结合公开课 “人物描写” 谈谈具体教学过程的实施。 （一）写前阶段 写前阶段是写作过程中的初始阶段，是培养学生写作能力的一个重要组成部分，它主要包括语言输入（ brainstorming）、教师引入、示范分析等。 1) 语言输入 又称头脑风暴法（ brainstorming），要求学生以小组合作方式针对某一主题获得尽可能多的素材。这种集思广益的学习方法无疑最大程度地激活了学生的创意与灵感。根据人物写作题材笔者给出以下问题: T: What do we write about a person? S: Name /Place of birth / Date of birth / Education / schooling Appearance / looking / Characters / qualities /Interest / Hobbies / Achievements / Praise / Evaluation T: What kinds of person do we write about? S: 1. Students (friends / classmates) 2. Teachers (parents) 3. Scientists 4. Political leaders 5. Famous persons (actors / athletes) T: Speak out useful phrases / expressions in our writing. S: Teachers (Parents) ? in his twenties / thirties ? be kind to, be strict with/in, care for, treat…as, more like a friend than a teacher ? work hard, have a good way of making his class lively and interesting ? be given the honor of a “Model Teacher”, be loved and respected by the students 2) 教师引入 然后教师引导学生阅读、分析范文将对启发学生心灵和激活学生思维起到立竿见影的作用。范文要有针对性，应能激发学生思考，并为其构思文章的框架提供规范。如写人物作文时，笔者选取了这样一篇范文： Comrade Zhou Enlai was born in 1898 in Huai’an, Jiangsu Province. In 1913, at the age of 15, he passed the examinations and entered Nankai Middle School, where he began to know some revolutionary thoughts. In 1917 Zhou Enlai went to Japan, hoping to find a way to save China. During his stay in Japan, the Chinese people were living a hard life. In April, 1919, Comrade Zhou Enlai returned to China to do revolutionary work. He took part in the May 4th Movement and some other activities. In 1920 Zhou Enlai went to France and joined the Chinese Communist Party in 1922. Because of his revolution