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源初 中教 师*网 w Ww.9 1
0w.net 培养学生的英语写作能力，即培养学生用英语进行书面表达和传递信息的交际能力，是高中英语教学的目标之一。一篇好的作文要求文章内容充实，主题突出；全文流畅，节奏紧凑；有很好的语言表达能力。高中学生基本能按题目要求完成写作任务，但要完成一篇好的作文，并非易事。 如何提升学生英语作文的品质呢？作为从事一线教育的高中英语教师，我在高三英语专题课“Guided Writing”中,以学生的习作为例，引导学生按照教师设计的任务，修改作文，提高学生英语写作“谋篇布局”能力： 教案设计： I. Lead-in: Daily Talk Many schools apply their students with non-academic courses. What do you think about it? And give your opinions. II. Task one—“How to make a good paragraph?” 1. Show two paragraphs of the topics given by the students on the screen q Are they suitable for a passage? Why or why not? q Try to provide the topic sentence of each passage III. Task two-- “How to make a good composition?” 1. Work in groups. After reading the passage below, answer the following questions. Try to improve it by rearranging or rewriting the sentences. q What is the thesis statement of the passage?（文章的主题句是什么） q Could you provide the topic sentences in Paragraph 2 and 3?（能否给23两段加上主题句） q What is the conclusion of the passage?（文章的结论是什么） 2. Conclusion- how to arrange a passage IV. Task three—“How to make a composition even better?” Show the composition revised just now. If necessary, add some conjunctions to make it better.（请在必要的地方加上连词）. V. Assignment Revise your own writing after class, trying to use the techniques you have learned in class. 教案分析： 一. 引入部分： Daily Talk是高中英语课中最常见的一种引入方式。我以学生的作文题Many schools apply their students with non-academic courses. What do you think about it? And give your opinions. (现在很多学校开设了自主性课程，对此，你有什么看法，请谈谈你的观点)为题，布置学生口头练习，将比较精彩的学生发言记录下来，呈现在多媒体屏幕上，为下一个环节“怎样构成文章的段落”做好准备。 二. 课堂任务一：从口头表达引到书面表达，确立主题句，明确段落主旨 为何要从口头表达引到书面表达呢？因为学生习惯的口头表达意在锻炼口语，学生想到什么就可以说什么，没有提炼主题句的要求，这使得很多同学认为书面表达也可以随兴所致，任意表达。 写作课中任务一的设计，是为了让学生搞清书面表达和口头表达的区别：多媒体屏幕上呈现的都是同学们较精彩发言，如要以此话题为题写篇作文，是否精彩的句子就能构成精彩的段落呢？学生们在讨论后回答是否定的：“段落没有主题句，段落中心不明确”。修改结果如下： q Non-academic courses enable the students to apply what they have learnt in academic courses to practice. (与整个段落内容无关，可以删去，或作为另一个段落的主题句)In non-academic courses, students are usually required to complete a project in groups during a long period of time. That can develop students’ ability to co-operate with others. (“自主性课程可以培养学生与人交往的能力”可以作为本段的主题句，放在句首)So they have to collect information by cooperating with other group members, which improves their ability to communicate with others. 通过这个练习，使学生能区分写作和日常表达的区别，了解段落是由有着相对独立意义的一组句子组成的。主题句为核心，学会确立主题句，明确段落主旨。 三. 课堂任务二—连段成文：合理谋篇布局，阐明文章主题 掌握了英语写作中最基本的段落写作方法，再来讨论篇章的写作就比较容易了。因为我们知道篇章是由一个一个段落组成的。但很多同学往往会简单地认为段落的堆砌即为文章。为了帮学生走出这个误区，我在“Guided Writing” 中设计了如下环节，意在让学生顺着教师的提示，了解段落在文章中所起的不同作用，从而合理布局，能够清晰明了地阐述文章主题。 以刚才的话题为作文题目，教师打出学生的习作，给出三个问题作引导，让学生在文章的谋篇布局方面进行修改： 1. What is the thesis statement of the passage?（文章的主题句是什么） 2. Could you provide the topic sentences in Paragraph 2 and 3?（能否给2，3两段加上主题句） 3. What is the conclusion of the passage?（文章的结论是什么） 根据上述问题，学生们对文章作了以下几方面的调整： 修改前 修改后 1 Non-academic courses are perhaps the most popular lessons with the students. Some students regard them as “playing time”, while most students find them useful in many ways. 1These non-academic courses actually benefit students a lot. 将第二段的句1“自主性课程使学生们受益匪浅”作为文章的主题句，放在了段首。因为第一段中作者只描述了现象：自主性课程受到学生的欢迎，有人认为这是在玩，而有人却认为它们很有用，但并未提出自己的观点；而第二段的第一句“自主性课程使学生们受益匪浅”作为段落主题句内容过于宽泛，而作为全文的主题句则恰到好处。 2 1 These non-academic courses actually benefit students a lot. 2Non-academic courses can develop students’ ability to co-operate with others. 3They enable the students to apply what they have learnt in academic courses to practice. 4They provide us with professional knowledge to develop our personal career. 主题句：2Non-academic courses enable the students to apply what they have learnt in academic courses to practice. 拓展句：原文的第三段，正好阐述了“如何将自主性课程使学生将课堂上学到的知识用于实践”。 4They provide us with professional knowledge to develop our personal career. 因为篇幅关系，学生对此主题不再展开，将其作为无关部分删除。 3 For example, limited time makes it impossible to “do it by yourself”. In non-academic courses, the students can do it. It will be an unforgettable experience to make small firecrackers in the “applied chemistry” course, won’t it? 主题句：3Non-academic courses can develop students’ ability to co-operate with others. 拓展句：任务一中修改的段落，略 4 So, non-academic courses are important to the students. 结论：So, non-academic courses are important to the students. Take them seriously, and you’ll find them more than playing. 加上：“认真对待自主性课程，它们不仅仅是好玩”， 首尾呼应，再次强化了主题。 经过这个环节，学生在实践中不仅进一步领会如何确立段落主题句，而且了解主题段--阐述段落（两到三个并列段落）--总结段落的文章布局，了解了不同段落在文章中的作用，更好地阐述文章的主题。 四. 课堂任务三—巧用连词：优化句型表达，过渡上下文 经过上两步的修改，这篇作文已能很清晰地表达作者的观点，但这能算一篇A类文章吗？回答是否定的。任务三的设计“请在必要的地方加上连词”就是要学生为文章做好最后的润色：让学生将过渡词，词汇手段和语法结合起来，体现文章亮点，使文章更为流畅。因为写作的更高要求不只看你能否表达思想，而是要看你是否能表达得更生动有效， 在课堂的最后一个环节中，我们将刚才修改过的文章呈现在屏幕上，让同学们在欣赏的成果的同时，添加必要的连词，寻找更好的词汇表达，体现文章的亮点。通过修改前后对比，我们可以看到一篇好的文章是如何成功的： Non-academic courses are perhaps the most popular lessons with the students. Some students regard them as “playing time” （take them just for fun,） while most students find them useful in many ways. These non-academic courses actually benefit students a lot. First, non-academic courses enable the students to apply what they have learnt in academic courses to practice. Limited time makes it impossible to “do it by yourself”. In non-academic courses, however, the students can do it. Take “applied chemistry” for example, it will be an unforgettable experience to make small firecrackers in the “applied chemistry” course(class), won’t it? Second, non-academic courses can develop students’ ability to co-operate with others. In non-academic courses, students are usually required to complete a project in groups during a certain long period of time. So they have to collect information by cooperating with other group members, which improves (thus improving) their ability to communicate with others. So, non-academic courses are important to the students. Take them seriously, and you’ll find them more then playing. (and you’ll find them more than just for fun). 过渡词： while, first, second, however, then, thus, so 词汇亮点 take …for fun; apply…to; take …for example; limited time; a certain; just for fun 句型变化：It will be an unforgettable experience to make small firecrackers in the “applied chemistry” course, won’t it? 反义疑问句 So they have to collect information by cooperating with other group members, which improves (thus improving) their ability to communicate with others. 定语从句，分词 课后思索： 在整个教学过程中，教师能从学生熟悉的话题出发，以学生习作为例，针对学生英语写作中普遍存在的问题，设计教学任务。教学任务的内容和形式层层推进，能让学生在完成每一项任务后了解一个解决问题的一个对策，这样的教学有明确的目的性和可操作性，使学生在实践中掌握提高英语写作能力的对策，并能自然地应用于以后的英语写作中。 参考书目 《高中英语新课程标准》（实验稿） 《英语五段作文法》 蔡基刚 复旦大学出版社 《有效课堂-提高学生成绩的实用策略》 Debra J. Pickering Jane E. Pollock 著 中国轻工业出版社 《高中英语写作套路与演练》 吕晓红 上海交通大学出版社 《高中英语写作技巧》 吴彩霞 张群英 上海教育出版社 来
源初 中教 师*网 w Ww.9 1
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