寓写作教学于阅读材料中

           新疆哈密地区二中   唐卫人

学生现状分析：高中学生，尤其是高一学生害怕写作文(我们老师也害怕改作文)。写作时，学生们感觉没有东西可写，没有句子可用，“书到用时方恨少”。写出来的东西也基本上是汉语式的英语，错误百出。

策略：把写作贯穿于阅读材料中,让学生在不知不觉中学会写作，学会去表达自己的思想。

1.在学阅读材料时，我们不要因阅读而阅读，见到好的词、短语和句子，让学生把它们记下来，并根据实际情况去使用，去模仿造句。学生做笔记时写的例句必须是自己创造的，哪怕有时出现骂人的句子，只要他们自己会用就行。（这比让他们去抄写、背诵课文强得多。）这样，学生就会觉得所学的英语是活的、实用的语言，学生就会有兴趣去写，去表达，写作兴趣会越来越高。例如，在SEFC Book I Unit I中，有这样一个句子，With so many people communicating in English every day, it will become more and more important to have a knowledge of English. 我就让学生模仿用 with 结构和a knowledge of  去造句。他们写出了大量的句子。例如，1.With more and foreigners coming to China, it will be more and more useful to learn English well. 2.With the tree growing tall, we have more and more shade. 3. With parents giving me more and more money, I can buy the MP3.  4.China has a long history of over 5000 years.   5.Our school covers an area of 60000 square meters.

2.模仿段落写作。这是很有用的一种写作方法。例如，学生在学完 SEFC Book I Unit IV An unforgetable Experience时，我让学生模仿最后一段“Finally , towards evening we were on the way back to Chendu. We were all very tired and slept on the bus ,but our trip to Sichuan was really unforgetable.”去写一段话。很多同学完全能写的很好，根本不会觉得没有话可写，也不会去东抄西抄，还有的同学写的有创意“At first ,in the early morning we were on the way to The Balikun Grassland. We were happy and sang songs together on the bus,and we hoped to get the destination quickly.”

3.通过提问、讨论、采访等形式，教给学生或者让他们自己学会怎么去写，写些什么。在学完 Book I Unit IV后，要求学生写一篇作文“An Unforgetable Experience”。我是采用以下步骤让他们学会如何去写的：

1）      First ,quickly write down 10 short sentences about an experience you remember.Answer the following questions: Why did you choose to go there? Where did you go ? How did you get there? What did you see there ? What did you do there ? How did you feel about this holiday ?

2）      Next,try to put your sentences in the order in which you want to tell your story . For example,what happened first, what next,what did you do then and what happened in the end.

3）      Then, write your story. Use linking words such as and, but ,or and because and relative pronouns such as who, whose, which and that.

利用这种方法让学生再去写作，绝大多数学生写得很好。有一个学生竟然写了大约1800字的作文，况且，还写得非常好。

4.学生写完作文后，先相互交换批阅，指出好的和不好的句子，然后再交给我批阅。

5.总结作文情况。我把写得好的作文在全班大声宣读，并让大家传阅。把那些学生常见的错误写在黑板上，让大家改错。

此种方法适用于高一、高二的学生。（注：利用此种方法，我辅导的13名学生在2003“全国首届中学生写作大赛”，有8人获奖，其中一人获全国一等奖，7人或新疆维吾尔自治区一、二、三等奖）