在英語閱讀課中培養(yǎng)寫作能力

張紅霞

關鍵詞：中學英語;核心素養(yǎng);思維能力;寫作能力

中圖分類號：G633.41 ? ?文獻標識碼：B ? ?文章編號：1009-010X（2020）05-0059-03

英語教師對如何提高學生寫作能力不斷進行深入探討和研究。本文以人教版九年級Unit 13 ?We are trying to save the earth復習課為依托，通過設計相應活動來培養(yǎng)學生的寫作能力。

一、學情分析

（一）教學內容分析

本單元話題是“保護環(huán)境”，分別從噪聲污染、空氣污染、水污染幾方面讓學生對環(huán)境破壞有直觀的認識，從而激發(fā)其強烈的社會責任感和對未來發(fā)展的思考。作為一節(jié)復習課，筆者對整個單元的教學內容進行了整合，從詞匯復習到句式和篇章復習都結合了不同的板塊主題。

（二）學生分析

這是筆者在山區(qū)一中學送教下鄉(xiāng)時的一節(jié)課。山區(qū)學校的學生英語相對較弱，缺乏運用語言的條件和環(huán)境，其口語表達能力較弱，英語的學習更多停留在對字詞句篇的記憶和理解上，還未形成內化運用的習慣，從而導致寫作能力相對較弱。在本課的教學過程中，需搭建足夠穩(wěn)固的框架、激發(fā)學生的興趣、樹立寫作信心，以達到教學目標，最終提升學生的寫作能力。

（三）教學目標

根據(jù)教學內容與學生的學情分析，筆者借助詞匯、句式、語篇多種形式，將所有內容圍繞發(fā)現(xiàn)環(huán)境問題、解決環(huán)境問題來進行。

教學目標如下：1.運用本單元已學詞匯、句型談論相關環(huán)境問題;2.能根據(jù)語篇內容，疏通思維脈絡，訓練邏輯思維;3.能完成寫作任務。

二、教學過程

Step I. ?Word-checking

I. Match the words with their meanings.

Use the words to fill in the blanks.

Water Pollution

People are throwing l______ into the river. Even the b ____ of the river was full of rubbish. There were no more fish for f_______to catch.

Air Pollution

Factories burn c______ and pollute the air with black smoke.

Land pollution

People are using too many p_______ bags and t________ too much rubbish and waste. They are turning beautiful places into u______ ones.

Ⅱ.Match the words with their meanings.

Use the words to fill in the blanks.

Humans are doing too many bad things to the earth. Take “sharks” as an example.

People catch sharks and cut off their fins and then throw the sharks back into the ocean. This is not only c_____ but also h_________ to the environment.

Ⅲ.Match the words with their meanings.

Use the words to fill in the blanks.

Facing these problems， we must take a_____ to save our earth. What can we do？

1. We can ____________（乘坐公共汽車）or the subway instead of driving.

2. We can also __________（騎自行車）.

3. We can never take _____（木制的） chopsticks or plastic bags when we buy takeaway food.

4. Remember to throw rubbish into the bin and _____ public places ______（保持干凈）.

5. We can r___ books and paper.（重復使用）.

6. We can ________（關上） the lights when we leave a room.

An unusual woman， Amy， puts many things___________ （充分利用）.She has a house out of rubbish. The windows are from the old buildings that were __________（拆毀）. The gate is made of rocks and old glasses b_______.

Wang Tao hopes to set up a “____（金屬） park”. In the park， he hopes these cold， hard iron can be _____（恢復）to life with a little creativity.

設計意圖：圍繞本單元重點詞匯及句型，巧妙選取所有和環(huán)保相關的句子或篇章來進行重點詞匯復習，并且讓學生能夠熟悉環(huán)保習慣的文本。為后期達到寫作訓練的目的做鋪墊。

Step 2 ?Problems in our daily life

Water Pollution

People are throwing l______ into the river. Even the b _____of the river was full of rubbish. There were no more fish for f_______ to catch.

Air Pollution

Factories burn c______ and pollute the air with black smoke.

Land pollution

People are using too many p_______ bags and _________too much rubbish and waste. They are turning beautiful places into u_____ ones.

設計意圖：讓學生思考我們面對著哪些環(huán)境問題，激發(fā)其社會責任感。進一步為寫作做準備。

Step 3 ?The ways to protect the environment

Facing these problems， we must take a_______ to save our earth. What can we do？

1. We can ____________（乘坐公共汽車）or the subway instead of driving.

2. We can also __________（騎自行車）.

3. We can never take _____（木制的）chopsticks or plastic bag when we buy takeaway food.

4. Remember to throw rubbish into the bin and _____ public places ______ （保持干凈）.

5. We can r____ books and paper（重復使用）.

6. We can _________（關上）the lights when we leave a room.

Two heroes！

An unusual woman， Amy， puts many things ________________（充分利用）. She has a house out of rubbish. The windows are from the old buildings that were _______________（拆毀）.The gate is made of rocks and old glasses b_______.

Wang Tao hopes to set up a “__________（金屬）park”. In the park， he hopes these cold， hard iron can be ___________（恢復）to life with a little creativity.

設計意圖：引導學生思考能做什么來保護環(huán)境？促進其對未來發(fā)展的思考。到此基本能讓學生完成整個邏輯思維發(fā)展——從發(fā)現(xiàn)問題到解決問題的過程，他們可以開始寫作。

Step 4 ?Writing

最近，中國大部分地區(qū)出現(xiàn)嚴重的霧霾天氣，故增強環(huán)保意識人人有責。我們學校最近開展了一次演講活動，來警醒學生要保護環(huán)境。請你就這一話題寫篇短文。開頭和結尾已給出。

提示：

1. What is our environment like now？

2. What can people do to stop the pollution？

My dear teachers and friends，

Now I will tell you something about our environment. As we all know，…

……

We really hope we can have a better and more beautiful earth！ Lets take action！

設計意圖：

寫什么？——演講稿。倡導大家愛護環(huán)境。

寫幾個方面？1.現(xiàn)在環(huán)境惡劣（第一段）;2.需要怎么做來保護環(huán)境（第二段）;3.發(fā)出呼吁。

什么時態(tài)？1.一般現(xiàn)在時來描述現(xiàn)在的環(huán)境;2.一般現(xiàn)在時或一般將來時倡導怎么做。

Step 5 Show time

Ask the students to show their writings to the whole class.

設計意圖：提供平臺讓學生進行展示，達到寫作目的并且能夠師生共同進行點評。

Step 6 Homework

Polish the composition after class and share your ideas in your groups.

設計意圖：讓學生再次精修自己的作文，鞏固今天所學內容，并且讓學生互相交流來開拓思路，進一步引發(fā)思考，喚起社會責任。

三、教學反思

本節(jié)課容量較大，對學生的思維能力、寫作能力要求比較高。筆者的反思主要有以下兩點。

首先，突出學生主體地位。本節(jié)課的設計考慮到山區(qū)學生的實際情況，一是他們面臨中考壓力，要迫切突破寫作難關;二是他們英語基礎較弱，因此每步教學設計都盡量符合其認知水平。在課堂教學中，教師關注到了每位學生并根據(jù)其反饋對他們進行鼓勵和引導，使學生能大膽地投入課堂學習，表達自己的觀點。

其次，整合整個單元內容促進寫作能力的提高。在教學過程中，對教材進行整合及調整，使之為教學目標服務，建立各步驟間的緊密聯(lián)系。讓學生在自主學習、小組學習中運用語言，逐步達到寫作能力的提高。

四、結論

在初中英語的寫作教學中，教師需要更新觀念、從學生的學情出發(fā)設立適合他們的教學目標，引導學生深刻理解文本，培養(yǎng)他們的思維能力，從而逐步提高其寫作能力。