一、写作分为哪三个部分
书面表达是衡量学生语言输出能力和运用能力的主要手段。学生在书面表达时应使用正确的语法、恰当的词汇、合理的结构清楚、连贯地表达意思。针对学生作文结构层次不清这一基本情况,我的做法是从初一开始,从学生接触写作开始,学会写作分段。写作分三步走——Introduction(介绍)、Main body(正文)、Conclusion(总结)。第一部分Introduction引出主题,统领全文;第二部分Main body具体阐述文章主题;第三部分Conclusion总结全文。
二、如何把握好写作“三个部分”
从初一开始,每一次的Main Task训练,我都十分重视。Main Task所提供的范文,“三个部分”划分很明确,步骤清晰。是学生习作的样本。下面主要从《牛津初中英语》教材中写人、叙事和书信这几种常见的写作题材谈谈如何把握写作的“三个部分”。
以写人的文章为例,7A、8A、9A的第一单元都是介绍人的:7A要求学生用记叙文体介绍自己的基本信息;8A要求学生对朋友的信息加以介绍;9A则要求学生用推荐信的形式介绍同学的性格特征,注重从“总体概括”到“事实举例”。如何从写作“三个部分”把握,参见下表:
7A Unit 1
Writing about yourself 8A Unit 1
My best friend 9A Unit 1
A formal recommendation
Introduction Name Age Say who your friend is. Write about what the letter is for
Birthplace Living place
Main body School name Class Grade Describe his/her appearance Personalities
You look: Abilities
You like: Describe his/her personality
You are good at / You are not good at: Something special that he/she once did
Conclusion In a word, what kind of person you are. Describe his/her future plans We hope …
从图表可以看出,虽然随着年级的增高、学生内容的拓宽、对学生写作能力的要求逐步提高,但写作的基本框架是保持不变的。学生要根据每个部分的具体要求,运用正确的时态、语态、基本词汇和使用简单句、复合句等,写出规范文章。
写人的文章如此,叙事的文章也一样。如牛津英语8A Unit 6 Natural disasters的Main task任务是叙述一场自然灾害。如何写清楚这一事件呢,按照作文分“三个部分”的要求,写作提纲如下:
Para. 1
Introduction Brief introduction of the disaster:
Name________ Time_________ Place________
Para. 2
Main body Something during the disaster:
1.Where you were_______________________________
2.What you saw_________________________________
3.What happened to you_________________________
4.What you did_________________________________
5.What your feeling was_________________________
Para. 3
Conclusion Something after the disaster:
1.Where you were_______________________________
2.What you saw_________________________________
3.What you did_________________________________
4.What your feeling was_________________________
根据提纲要求,学生写作如下:
A rainstorm hit Nanjing on Wednesday, 11 May. It got worse in the afternoon.
After school, I went home with my friend. I shared an umbrella with her and we walked to the bus stop. It rained very heavily and we got wet from head to foot. The weather was really terrible and we nearly fell over. Although many people wore raincoats or took umbrellas in the street, they were still wet. My friend and I had to walk slowly through the rainstorm to the bus stop. At last we got on a bus and went home.
The rain did not stop until the next morning. It rained the whole day and night. It was wet everywhere. The rainstorm brought a lot of trouble to us.
学生熟悉了文章的结构,写作时轻车熟路,文章结构完整、条理清晰。教材Main Task中的范文,我都注意引导学生分析文章结构,把握文章的框架,让学生有“胸有成竹”之感。
总之,我们在平时英语教学中,要有计划、有系统地引导学生积累相关写作素材,有步骤、有层次地指导学生进行相关话题的写作训练,帮助学生写出语言地道、逻辑清晰、行文流畅的高质量文章。
参考文献:
[1]葛连干.准确把握Main task教学,培养学生英语写作能力[J].中小学英语教学与研究,2009,(4).
[2]卢伟栋.立足单元话题,有效提高学生的英语写作水平[J].中小学英语教学与研究,2009,(10).
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