徐建剛

摘要：由于在小學(xué)階段，學(xué)生對(duì)于詞匯、語(yǔ)法等知識(shí)的掌握還處于初級(jí)階段，完整地寫作一篇文章可能還有一定的難度，因此，教師應(yīng)根據(jù)學(xué)生的年齡段和知識(shí)水平，利用微寫作這種方式，對(duì)學(xué)生進(jìn)行寫作訓(xùn)練，來發(fā)展學(xué)生的思維能力。

關(guān)鍵詞：英語(yǔ)“微寫作”；連貫性；具體性

中圖分類號(hào)：G623.31文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1992-7711（2017）19-091-1

英語(yǔ)寫作，是一種綜合性的思維活動(dòng)，是學(xué)生對(duì)基礎(chǔ)知識(shí)掌握程度的一種體現(xiàn)，也是學(xué)生思維品質(zhì)的一種延伸。由于小學(xué)生英語(yǔ)詞匯量很小，再加上他們的語(yǔ)言組織能力、寫作能力比較薄弱，所以，如果一開始就對(duì)他們提出較高的寫作要求，可能會(huì)導(dǎo)致收效甚微，欲速而不達(dá)。此時(shí)，教師引導(dǎo)學(xué)生進(jìn)行“微作文”寫作訓(xùn)練，不失為一種培養(yǎng)學(xué)生寫作能力的好方法。下面筆者談?wù)劇拔⒆魑摹睂懽鞯囊蟆?/p>

一、寫得連貫，發(fā)展思維的流暢性

1.按時(shí)間描寫

案例一、6A Unit 2 Think and write. 要求學(xué)生寫出上周日和家人或者朋友做了什么事情。教師可以先通過以下問題來讓學(xué)生進(jìn)行討論。1. What did you do in the morning last Sunday？ 2. Where did you go？ What did you do then？ 3. When did you have lunch？ What did you do after that？ 4. When did you go back home？ 5. How did you feel？結(jié)合學(xué)生的回答教師板書： in the morning， then， after that，同時(shí)，教師可以引導(dǎo)學(xué)生運(yùn)用first， then， next， finally等學(xué)過的連詞進(jìn)行微寫作。微寫作作品：

I went to Changshu with my friends last Sunday. We went there at nine oclock in the morning by bus. First， we went to climb Yushan Hill， we saw many beautiful flowers there. We had lunch on the hill. After that ，we went to Shanghu lake， we played games together there. At about four in the afternoon， we went back home， we had a good time.

2.按空間順序進(jìn)行描寫

案例二、6A Unit 6 Look and say.描寫一間雜亂的房間。What makes the room dirty and messy？教師首先呈現(xiàn)房間圖片，請(qǐng)學(xué)生說說看到了什么臟亂的地方，由于觀察的方式和角度不同，學(xué)生的回答并無一定的順序，教師可以根據(jù)學(xué)生的回答，按照空間的順序在黑板上板書內(nèi)容。接下來，教師呈現(xiàn)一些裝垃圾或者雜物的器具，讓學(xué)生將圖片中的雜物垃圾歸類到不同的器具中。（如書包，盒子，籃子，垃圾桶等）。然后根據(jù)所提供的句式...make（s） ... dirty / messy. To keep the... clean，we can...讓學(xué)生進(jìn)行寫作嘗試。最后，問學(xué)生What should we do in our daily life to keep our room clean？微寫作作品：

The dirty clothes make the sofa messy. The rubbish makes the table dirty and messy. The toys， the socks， the books ，the crayons and the rubbish make the floor dirty and messy. To keep the room clean， we can put the dirty clothes in a box or a basket. We can put toys in the box too. We can put the books and the crayons in the schoolbag. We can put the rubbish in the bin. We should sweep the floor and clean the table every day. We should put our things in order.

二、寫得具體，發(fā)展思維的豐富性

1.有內(nèi)容

任何一篇文章，如果沒有實(shí)質(zhì)的內(nèi)容，就無法成為一篇好的文章，英語(yǔ)寫作也是如此。在指導(dǎo)學(xué)生進(jìn)行微寫作的過程中，教師必須要重視文章內(nèi)容的真實(shí)性，一定要從學(xué)生的生活實(shí)際出發(fā)，寫具體的內(nèi)容，這樣才能讓學(xué)生有話可說。比如學(xué)習(xí)完成6A Unit 3 My holiday后，教師可以順勢(shì)問學(xué)生：Where did you go on National Day？ What did you see？ What did you do？ How did you feel？由于所問問題均是學(xué)生在過去的假期當(dāng)中經(jīng)歷過的事情，他們就會(huì)有具體的內(nèi)容所寫。下面是其中一位學(xué)生的微寫作作品。

My holiday

I went to Beijing with my parents for the National Day holiday. I saw many interesting things there.

I climbed the Great Wall on the first day. It was so tired to climb it， but we were very excited. We took many photos there.endprint

On the second day， we visited the Palace Museum and Tiananmen Square.

On the third day， we went to Beijing University and Qinghua University. I hope I can study there when I grow up.

We had a good time in Beijing. I hope to go there again.

2.有細(xì)節(jié)

在英語(yǔ)教材當(dāng)中，有很多的根據(jù)圖片寫話的練習(xí)。教師可以引導(dǎo)學(xué)生觀察圖片的細(xì)節(jié)，將文章寫具體。如五年級(jí)下冊(cè)Unit 6 Checkout time中，要求學(xué)生觀察各位同學(xué)在廚房幫忙的圖片并結(jié)合現(xiàn)在進(jìn)行時(shí)態(tài)說出各個(gè)人物在做些什么。學(xué)生們根據(jù)本單元所學(xué)內(nèi)容，很容易地運(yùn)用現(xiàn)在進(jìn)行時(shí)態(tài)表達(dá)了各個(gè)人物所做的行為。...is / are doing...但是筆者覺得僅僅機(jī)械地完成課本內(nèi)容還遠(yuǎn)遠(yuǎn)不夠，可以利用這幅圖讓學(xué)生進(jìn)行更細(xì)致的描寫。因此在讓學(xué)生表達(dá)完各個(gè)人物的動(dòng)作之后，拋出了以下問題：1. When they are helping， how do they feel？ 2. Why are they cooking so much food？讓學(xué)生去找出圖片當(dāng)中的一些細(xì)節(jié)以及圖片隱藏的一些信息。就得到了以下這篇微寫作作品：

Today is Liu Taos birthday. He asks his friends to his home. Now they are helping Liu Taos mother in the kitchen. Mike is cooking a fish， he is good at cooking fish. Nancy is cooking soup， it smells nice. Yang Ling is cooking vegetables. Su Hai and Su Yang are making fruit salad. They work together. Wang Bing and Liu Tao cant cook， so Wang Bing is washing dishes and Liu Tao is cleaning. Liu Taos mother is watching them happily.

總之，學(xué)生的寫作水平的提高是一個(gè)漫長(zhǎng)的過程，絕不可能一蹴而就，教師要充分調(diào)動(dòng)學(xué)生寫作的積極性，結(jié)合學(xué)生的實(shí)際，給學(xué)生多創(chuàng)設(shè)微寫作的機(jī)會(huì)，通過學(xué)生寫作水平的提高，提升他們的英語(yǔ)能力，發(fā)展他們的思維能力。endprint