内容提要：

新的《英语课程标准》对初中学生的英语写作提出了较高要求。教师在平时的授课中如果能采取较为得当的写作训练方法，营造轻松愉快的氛围，激发起学生的写作兴趣和创作欲望，变被动学习为学生自觉主动的学习，就能让枯燥的作文练习变成学生自觉主动的创作，从而逐步培养出具有自主学习能力和创新能力的学生。本文作者的教学实践，也许能给大家一些启示。 

主题词：

新课标， 英语写作， 创造力，兴趣，自主学习

正文：

新的《英语课程标准》对初中学生的英语写作提出了较高要求。不同于以往简单的看图写话或者连词成句，中考写作也更加趋于灵活和开放，更加注重考察学生的语言实际应用能力。

仅仅指着在考试前临阵磨枪、突击背诵一些英语小文章不能从根本上提高学生的写作能力。如果教师在平时的授课中采取较为得当的写作训练方法，营造轻松愉快的氛围，激发起学生的写作兴趣和创作欲望，变被动学习为学生自觉主动的学习、让枯燥的作文练习变成学生自觉主动的创作，就能够逐步培养出具有自主学习能力和创新能力的学生。

下面想就义务教育课程标准实验教科书《Go for it! (新目标)》九年级的两个单元为例，具体谈谈我的教学探索和实践。

【教学案例1】

在新目标《Go for it!》9年级的第五单元Section B里，有这样三幅图：

学生对于外星人很感兴趣。书上对于三幅图的解释是一个外星人正在追一个人，他们正在拍一个关于外星人的电影。

我没有把学生的思维局限在这里，而是先设置了几个问题来引导他们观察图片：

Picture C:

What can you see in picture C?

Where is the man? What is he wearing?

Is the man very happy or worried? Can you guess the reason?

Can you guess why the man is running? Can he be running for exercise? Why? 

大部分学生能回答出一个人在跑。那么这个人是不是在锻炼身体呢？学生回答不是，因为他穿着西装，打着领带。他看上去很着急，为什么呢？学生的积极性一下子就调动了起来，有的说可能在追赶公共汽车，有的说不可能，因为他在回头往后边看；有的同学说他可能在逃跑，因为借了别人的钱没有还，别人在后边追他；有的说他是一个小偷，刚刚偷了东西，正在逃跑；还有的说动物园里的老虎跑出来了，正在后边追他……

我很惊讶学生能想出这么多的答案，看来他们真是仔细地观察图片、发挥自己的想象力了。

Picture B:

Who is chasing the man?

What does the alien look like?

Why is the alien chasing the man?

谈到为什么外星人在追这个人的时候，同学们想得很丰富。有的说他借了外星人的钱没还；有的说外星人要吃他；有的甚至想到外星人觉得他的领带很好看，想追上他仔细看看……

通过课堂上热烈的讨论，学生们的思路已经打开了。这时再做下边的听力练习，他们觉得很容易。而且学生对于课本设置的故事结局很不满意：原来是在拍电影，这个结尾没有什么新意。他们听完了磁带、做完了课本习题之后脸上不禁流露出了失望的神情。于是我就要求大家就着这3幅图写一篇小故事，要求包含图片基本信息，尽可能地发挥想象。学生们的积极性很高，情不自禁地拿起了笔、以小组为单位边讨论边写起“创作”来。

下面是一些小组的作文：

A

Look, a man is running as quickly as he can. He looks poor and scared. He can’t be running for exercise, because he wears a western- style suit and tie.

Let’s look behind him. Oh, a UFO lands and an alien runs out of the UFO. It is such an ugly alien! It has 3 hands, three legs and 3 eyes. And its teeth are too strange. It runs faster and faster behind the man.

A few minutes later, the alien catches up with the man and shouts, “Money, return my money!” Then the man says, “I am sorry that I don’t have any money with me at present. I promise I will return it next time.”

Oh, my god! Hearing this, I think the man is so brave that he dares to borrow money from an alien, although he looks poor, I bet he is very rich. 

小作者把这个逃跑的人想象成向外星人借钱不还，所以外星人会在其后紧追不舍。作者还认为这个人很勇敢，居然敢向外星人借钱。

B

A: Look, the alien is chasing the man in the street. I think he might be escaping.

B: Why?

A: He might be scared because the alien looks very ugly.

B：Why can’t he be doing exercise?

A: He can’t be running for exercise, because the man is wearing a suit and tie.

B: Oh, but why is the alien chasing him?

A: Maybe …

Alien: No, I don’t want to eat him. I fall in love with him.

A:…

B: …

作者的想象很丰富。她认为外星人不想吃人，而是爱上了这个小伙子，所以会在后边追他。我为这种大胆而新奇的想象而惊讶。

C

On a Sunny day, a man was walking down the street. He wore a suit and tie in order to make him more handsome. And when he was on his way to the party, a flying machine landed behind him. The man guessed it might be a UFO or a toy. He was very scared because he thought it could be a monster coming out of the flying machine. So he ran as quickly as he could. Then he heard a sound coming back of him, “I want to look at your beautiful tie and hat!

作者把外星人写得很爱美、很人性化。它在后边追这个帅小伙，居然是因为想看看他漂亮的西装和领带！

D

Look over there! A man with a suit and tie is running as fast as he can. He can’t be running for exercises and he can’t go to an appointment, either. But why does he run so fast? And why does he look scared?

Please see the thing after the man. It’s an alien who has 3 hands, 3 legs，3 eyes and 3 teeth. And after the alien there is a policeman.

I think the man might be a thief and the alien might be helping the policeman chasing after the man! 

作者认为外星人正在帮助警察抓这个逃跑的坏人。

【教学案例2】

教科书第二单元I used to do be afraid of the dark的写作关键是会介绍自己在外貌、性格、爱好等方面的变化，核心句式是used to do. 为了帮助学生掌握句型，我设计了如下的系列练习，用生动的图片吸引学生、调动起他们的积极性和创作欲望，然后再分层次、由浅入深、由易到难地对学生进行写作训练：

用used to do 句型改写句子：

Lily didn’t wear glasses. Now she wears glasses.

Tom was short. Now he is tall.

这两个句子我都配了图片。Lily 是我的英文名字。学生们对于老师的图片和老师的变化很有兴趣，所以造句练习表现得很积极， 踊跃地回答问题。而Tom是班中一名男同学的英文名字，学生们很乐意用新学的句子描述自己身边的同学。就这样，他们在轻松的环境中初步掌握了句型used to do 的用法。

展示两幅图片, 先观察，然后写出主人公的变化。

Three years ago             Now

学生们对于卡通漫画本来就很有兴趣，看到这样的图片，他们的积极性一下子就起来了，争先恐后地要回答问题：

“She used to have short hair. Now she has long hair.”

   “She didn’t use to wear glasses, now she wears glasses.  ”

   “She used to like white shirt, now she prefers pink shirt.”

把上面的句子连起来，就是一篇关于人物变化的简短的文章。

仔细观察下图，就两个人的变化写一篇文章。

        Ten years ago           Now

学生们有了上面写一个人变化的经验，写起这个练习来得心应手。色彩艳丽的图片很能吸引活泼好动的中学生。他们仔细地观察图片，从身高、发型、性格等方面寻找Judy 和Mother 的变化。大多数同学都能用英文表达出来，一部分能力较强的同学不仅用上了本单元的句型，还用上了其它的一些优美句式，把文章写得生动有趣，读起来觉得津津有味。

下面是学生习作节选：

Look at the attractive girl, who has short curly hair, do you know her name? She is Judy. She looks very outgoing and friendly, doesn’t she?  But can you imagine that ten years ago, she used to be such a shy girl with long straight hair……

描述自己在外貌、性格、爱好等方面的变化。

经过上面两个练习的铺垫，学生们再来写自己的变化，并不觉得很难，文章能写得比较流畅了。下面是两篇学生的习作:

A

Times flies, people change. So do I. 

Two years ago, I used to be short, but now I am tall. I used to wear short skirt, but now I prefer trousers.

As for my hobbies, I used to love stuffed animals, now I don’t like them at all. And I didn’t use to like tests, now I don’t mind them. I like playing the piano very much. I used to play the piano every day after school. But now, I study all the time.

I am a grade three student now and I am very busy. I didn’t use to wear glasses, but now I have to wear glasses.

I have changed a lot and I think a have gown up.

B

When I was a young girl, I didn’t like playing sports, I like drawing and listening to music. Before I started high school, I used to be afraid of snakes and insects. So I used to be serious and shy. I didn’t understand what food was healthy for me. So I usually ate a lot of junk food. As a result, I used to be kind of heavy.

Now I have changed a lot. I grow tall and I eat a lot of vegetables fruits. So I am in good health. I like playing basketball and tennis. Now I have many friends because I become much friendlier and funnier.

I think my life is more colorful than before.

【反思与小结】

新的《英语课程标准》对基础阶段英语课程的任务是这样要求的：能够“激发和培养学生的学习英语的兴趣，…发展自主学习的能力和合作精神，…培养学生的观察、记忆、思维、想象能力和创新精神”。在情感态度上，《英语课程标准》要求培养学生“学习英语的愿望和兴趣，能体会到英语学习中的乐趣”。

教师在授课中努力按照新课程标准的要求来设计课堂。通过精心选材，选择贴近学生生活的资源作为写作训练的素材，营造宽松、和谐、快乐的学习氛围；通过设问的方式引导学生观察、分析图片；通过小组讨论拓展学生的思路、培养学生的自主学习能力和合作精神；通过鼓励、表扬和学习同伴优秀作文的方式激发学生的创作欲望、培养想象力和创新精神，让英文写作真正走进学生的生活、融进学生心灵。

这个时候，学生们不但能从容迎战中考，更能够在写作中展示自己的才华、能够深深陶醉于英语学习的乐趣之中、在英语世界中快乐地畅游。

这时候，无论教师教、还是学生学，都是无比快乐的事情。

参考文献：

1. 全日制义务教育 普通高级中学 《英语课程标准》（实验稿）

2. 义务教育课程标准实验教科书 英语《Go for it! (新目标)》9年级