中学英语书面表达教学技能.ppt

中学英语书面表达教学技能研究与实践 方法一 扩句/补全句子 由词组、句，构成句链，再扩句成段。 例如：以“Jim‘s family tree”为核心组句(可配以图片或简笔画)： This is Jims family. This is a picture of Jims family. Jim has a big family. Look, there are six people in the picture. Theyre Jims father, mother, grandmother, grandfather, his sister Kate and Jim. Jim looks like his father, but Kate looks like her mother. They are English... 类似这样的话题，课文中有许多，可随手拈来，学生都可以淋漓尽致地发挥一通。 Go for a picnic! Go for a picnic with me! Go for a picnic with me on the beach! Go for a picnic with me on the beach tomorrow! If you are free, go for a picnic with me on the beach tomorrow!   He’s swimming. He’s swimming in the river. He’s swimming in the river with Tim. He’s swimming in the river with Tim at the moment. Where’s the watch? Where’s the watch I put in my bag? Where’s the watch I put in my bag to take to the shop? Where’s the watch I put in my bag to take to the shop because it had stopped? He searched and searched. He searched and searched for the bird. He searched and searched for the bird he heard. He searched and searched for the bird he heard in the church. He sells books. He sells the most popular books. He sells the most popular books at the school gate. He sells the most popular books at the school gate once a week. 方法二 应用听写训练书面表达 听写是一种综合性较强的练习形式，融听、读、写为一体，学生通过大量的阅读，摄入大量的语言信息，教师以学生所摄入的语言信息为基点，结合与学生的学习、生活相关的话题，编成短文让学生听写。 如上文所提到的Jim‘s family, my friend， Jim等话题。诸如此类的话题还有My classmate, My class, My teacher, My school, My parents等等。 教师可根据学生的实际水平，逐渐增加听力材料的难度和词数，由30—50个词到60—80个词，再到100个词左右，听写时的语速也是由慢到快，逐步趋向正常语速。此种训练方式，既可提高学生的听力，同时也是巩固其所学知识、检查其阅读能力，培养其写作能力的有效的练习形式。 方法三 汉译英 从初一开始，教师就应在每个单元的巩固、复习阶段适量地安排一点汉英翻译练习，让学生了解汉英句子的结构差异，让学生逐步掌握英汉对译的方法。 当学生知道并习惯使用have a lesson表示“上课”而非“有课”，make a mistake表示“犯错误”或“出差错”而非“制造错误”，give me a hand表示“帮我一把”而非“给我一只手”等词语表达正确的意思时，学生的翻译水平就上了一个台阶，也为写作打下了坚实的习语基础，学生练写作时就不会总是干巴巴、直筒筒地根据字面意思直译了。 方法四 分主题进行有效训练 一、主题引入： 二、句型入手 1）本话题常用句型 2）本话题重点词汇 三、写作上手 范例 四、写作练习