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英语新课程标准明确规定，二级目标中关于语言技能中“写”的目标明确要求：能模仿范例写句子；能写出简单的问候语；能根据要求为图片、实物等写出简短的标题或描述，能基本正确地使用大小写字母和标点符号。许多
小学高年级英语教师在教学中重视听说活动，由于缺乏对学生进行有效的写作训练，致使学生在写作时出现畏难情绪，学生写作时出现各种问题，如语言知识运用能力薄弱，语言错误较多，汉语对英语写作的负迁移现象比较严重。
It’s stated clearly in the new standard of English teaching that, at the grade two level, the writing ability should include things as follow: the ability to imitate the example sentences, to constitute simple greeting sentence, to give the brief title or description of the picture according to the demand, to spell the capital and lowercase letter at a high precision. Provided that many teachers in upper class put too much emphasis on the Listening and speaking section , it is not strange to see the students a inferior to write compositions owing to their lack of sufficient training. Moreover, several indications emerge in the writing process among which the lack of application of literature knowledge, the relatively high grammar mistake rate and the improper transplant from Chinese to English are comparatively prominent.
为了提高学生的写作能力，针对我在教学时使用的教材人民教育出版社的《PEP
小学英语》对学生进行有效的写作训练。
To improve the student’s writing skills, the author use the <PEP the primary English> to conduct effective training as follows:
一、引入插图训练法
《PEP
小学英语》中有许多生动、形象的插图，这些插图不仅能起到帮助学生们掌握所学的词汇，而且也可以作为培养学生写作的素材。在词汇课中渗透读、写教学就是利用学生新学的词汇，结合已学的句型，培养学生对句型或文本的阅读和书写能力，通过读写进一步巩固所学的新词汇。教师一开始对学生进行写作训练的时候，可以有目的选择一些趣味性强并且贴近学生生活的插图。
Illustration introduction training
There are lots of vivid illustrations available in the <PEP: the primary English>.
They’re not only facilitating student’s understanding of new words, but also could be used as their writing material. To infiltrate the reading and writing training into the
Vocabulary lesson is equivalent to make use of the fresh words along with the use of grammar structure already known. In other words, such teaching style aims at cultivating the students’ ability to interpret sentences or texts and enhancing the writing skill as well as stabilizing the memory of the new words through reading and writing. To apply the training, teachers are recommended to select some interesting and lively cartoon consciously to practice students’ writing.
1利用插图表现内容练习写作
五年级上册Unit 4 B Let’s learn 中编排有wash the clothes , set the table ,make the bed , do the dishes , put away the clothes 等五幅插图，教师在学生初步掌握单词后，让学生描述Amy能做的家务。例如：Amy is helpful at home . She can help her mother do housework . She can wash the clothes . She can make the bed .She can set the table and do the dishes . She can put away the clothes ,too.
The illustration introduction training can be divided into two sections as follows:
1, Describing the content of the picture:
The teacher can used the illustrations such as the serial pictures of “wash the clothes”, “set the table” ,“make the bed”, “do the dishes” and“put away the clothes” (from “Let’s learn” in Unit 4-B，Volume 5-2) to ask the students to write a short passage about “what kind of housework can Amy do?”. And the answer could be like “Amy is helpful at home .She can help her mother do housework. She can wash the clothes. She can make the bed .She can set the table and do the dishes.She can put away the clothes too.”
这是我对学生进行的最初步的写作训练，在学生升入六年级以后，在对学生进行看图写作时，我就要求学生大胆设计一个开头和结尾，组成一个较完整的语篇。如六年级上册Unit 4 B Let’s learn 中含有teaches English , goes to work by bus , watches TV at night , reads newspapers every day 的插图就具有浓郁的生活气息和故事意境，写成的语篇如：My uncle is a teacher . He teaches English in Primary School . His home is not near the school so he goes to work by bus . He often watches TV at night . He likes reading . He reads newspapers everyday. He is a good teacher . His students and me all likes him .
The example above is just a very basic practice for students in my training program. For the students of grade 6, they’re asked in addition to write down a description with a beginning as well as an end to build up an article. For instance, considering the serial cartoons of “teaches English ,goes to work by bus , watches TV at night , reads newspapers every day”, the lively and story telling illustrations might easily kindles the students inspirations to compose an passage like “My uncle is a teacher . He teaches English in Primary School . His home is not near the school so he goes to work by bus . He often watches TV at night . He likes reading . He reads newspapers everyday. He is a good teacher . His students and me all likes him .”
2、把插图补充完整延伸写作
五年级下册Unit ２ Let’s find out 中要求学生：Draw a tree and talk about the seasons. 我先让学生把图画好，然后组织学生交流并讨论尔后以小组为单位进行英语汇报比赛，最后把说出的话语汇总写下来教师再进行指导。如：In spring , the tree is young . It has green leaves. There are many birds in it .In summer , the tree is very strong . And the leaves are very green ,too. Children can play under the tree . Then fall comes .There are many pears on it . The leaves are yellow . When winter comes , the tree is very cold because it has no clothes.
2.Complementing and expanding the story in the illustration
Take the task of “Draw a tree and talk about the seasons”(Unit 2 “Let’s find out, Volume 5-2) as example, the students are required to draw the pictures and then take part in the English report contest as groups after they discuss the topic sufficiently. The teacher will give his guidance to the students when their speech are write down and handed in. The students work would be like：”In spring , the tree is young . It has green leaves. There are many birds in it .In summer , the tree is very strong . And the leaves are very green ,too. Children can play under the tree . Then fall comes .There are many pears on it . The leaves are yellow . When winter comes , the tree is very cold because it has no clothes”.
教师还可以根据插图内容进行比较完整的写作练习，见
六年级上册Unit ３Ａ Let’s learn中将三幅图的内容串联起来就组成了一个完整内容：My name is Chen Jie . I like reading books and watching movies .This evening I am going to read a story book . Tomorrow evening I am going to cinema with my mother . And next week , I am going to Shang Hai with my mother . We are going there by plane .And we are going to visit Expo Park . We are going to take many beautiful photos .
Moreover, the students can practice some relatively complete writing according to the pictures. For example, we can associate the three pictures in Lesson” Let’s learn” in Unit 3A, Volume 6-1 with each other to constitute a whole story like “My name is Chen Jie . I like reading books and watching movies .This evening I am going to read a story book . Tomorrow evening I am going to cinema with my mother . And next week , I am going to Shang Hai with my mother . We are going there by plane .And we are going to visit Expo Park . We are going to take many beautiful photos “.
二、利用对话强化训练法
Dialog Enhancing training
1、利用表演，以说促写
我深知小学生乐于表演，在教学中鼓励学生改编课本对话，达到让学生愿意说，乐于说，多说的目的，从而增加学生的语言积累，为学生的愿意写，乐于写，多写打下基础。生动的表演，形象的述说，都可以激发学生写作的兴趣，丰富学生的写作内容。例如，针对
六年级上册Unit ５ B Let’s talk中的对话，教师可以让学生扮演自己理想的职业角色，边演边说，如：I am a cleaner . I work in a park . I can help many people . Every day I ride my bike to go to work . I can keep our city clean . I like my job very much.
Acting for writing
It’s deeply understood for me that acting is one of the pupils natures. By adapting the dialog in the text, the students are encouraged to speak out frequently with a happy and willing attitude. Hence it promote the student’s accumulation of the language, providing a premise for students interest to write more. And it’s meaningful of vividly acting and speaking for the inspiration of students interest and the enrichment of the content in their writing. To take the Lesson “Let’s talk” in Unit 5,Volume 6-1 as example, Students are playing their ideal professional roles to act and say like “I am a cleaner . I work in a park . I can help many people . Every day I ride my bike to go to work . I can keep our city clean . I like my job very much”
1、 拓展对话，以说促写
我发现对原有的对话内容进行拓展和延伸后，能更加激发学生说和写作的兴趣。例如，针对五年级上册Unit ３ B Let’s talk 的对话，学生学习完该对话中的句型：“What’s your favourite …?”后，可以让学生用该句型进行相互问答比赛，看哪个组说得多并记录下来，最后作为一个 Introduce myself 的作文来写：如 I am Sarah. I am a girl . My favourite food is beef . Mom often cook it for me . My favourite song is Big Big Girl . I like sports, too. My favourite sports is playing ping-pong . I often play ping-pong with my friends . So I am a smart and active girl .
Expanding the conversation and speaking for writing
It’s discovered that the students interest could be enhanced by expanding and extending the original conversation. For instance, after they have learned the structure ” What’s your favorite….?” In the lesson “Let’s talk” in Unit 3B,volume 5-1.The teacher can organize a competition using this structure to ask and answer each other. Record the sayings and choose the one who speaks the most to be the winners. At last, each student uses the sentences he say to make a composition titled “Introduce yourself” . One typical work would be like “I am Sarah. I am a girl . My favourite food is beef . Mom often cook it for me . My favourite song is Big Big Girl . I like sports, too. My favourite sports is playing ping-pong . I often play ping-pong with my friends . So I am a smart and active girl
.三、双模式巩固训练法
所谓双模式训练法就是模仿所学的重点句型和对所学的故事内容进行扩充和改写以此来巩固写作的训练方法。
Dual-mode consolidating training
The so-called dual-mode consolidating training is a training method of imitating the vital sentence structure and conducting the expansion and adaption(这个词经查拼写无误) on the original story in order to consolidate students’ training effect.
Imitating the vital sentence structure
1、 模仿重点句型
模仿重点句型对处于初级阶段的小学生来说是必备的方法和途径，让学生学会模仿课文中的重点句型，对于提高他们的写作能力具有十分重要意义
It’s a necessary road for primary school students to imitating the important example sentences when they start learning English. Thus it’s quite meaningful to practice these imitations for the progress of writing ability.
在教学五年级下册Unit 2 Let’s Read and write 中的句子“Summer is good, but fall is my favorite season .”时，我给学生提供句式：“…is … , but … is my favorite…”然后让学生先讨论交流，最后写下来，这时学生充分发挥想象力，联系生活实际，充满童真、童趣而又反映真实生活的句子就涌现出来了：( 1 )Spring is warm , but summer is my favorite season. ( 2 )Oranges are beautiful , but bananas are my favorite fruits.
When teaching the sentence “Summer is good, but fall is my favorite season”.(the Lesson ”Let’s read and write” in Unit2,Volume 5-2).I offer the structure “….is…,but…is…my favorite…” and ask the students to discuss and exchange their sentences and then make them record their work. By such teaching method, The students creativity and the imagination is bring into full play .The lively and lovely sentences surge therefore just as “Spring is warm , but summer is my favorite season. ( 2 )Oranges are beautiful , but bananas are my favorite fruits.”
2、 为故事结尾进行扩充和改写
Expanding and adapting the end of the story
小学生都非常喜欢读故事，而充分挖掘和利用教材中的Story和 Let’s read 部分，让学生对所给的故事结尾进行扩充和改写也为学生的读写训练提供了契机。如教学五年级下册Unit2 Story时，Zoom和 Zip分别正值夏天的澳大利亚和正值冬天的加拿大度假，可是当他们到达目的地之后，却发现两人的行李带错了，引导学生Zoom和 Zip又该怎么办？学生自然有话要说，有话要写：Zoom is angry and he send a postcard to Zip. He draws a sad face on it . Zip sends a postcard to Zoom , too . But she draw a happy face on it .Why ? Because she can eat a lot of fruit in Australia. And she makes many friends , too .
Pupils are fascinated in stories. By taking full use of the “story” and “Let’s read”
sections . It could be a great opportunity for students to expand and extend the end of the story. Consider the story in Unit 2, Volume 5-2.When Zoom arrived at Australia and Zip lands on Canada for vacation. They both find themselves taking the trunk ready for the wrong season. As the students are induced to think about what Zoom and Zip should do next by the teachers, the chatterbox is ready to open:” Zoom is angry and he send a postcard to Zip. He draws a sad face on it . Zip sends a postcard to Zoom , too . But she draw a happy face on it .Why ? Because she can eat a lot of fruit in Australia. And she makes many friends , too .”
教师在引导学生进行写作训练时不仅要遵循写作的内容要由易到难，由浅入深，由少到多，由短到长的原则；而且在进行写作训练时还要注意激发学生的学习兴趣，增强他们的自信心，使学生容易写，敢于写，愿意写并且乐于写。教师对于学生好的作品不仅给予表扬而且经常展示出来激发学生用英语写的欲望。
It’s worth notice that, the progress of dictating the students training should comply with not only the principles of “from easiness to hardness, from the surface to the depth, from short sentences to long passage”, but also the recognition of the importance of “encourage students’ interest and confidence on writing”. Make the students to be able to write, be bold to write, be willing to write and be happy to write. In addition, the excellent work should be praised as well as exhibited to kindle the students’ desire to learn and write English better.
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