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各年级双语外教老师共解写作难题

发布时间:2018-04-03 08:14:24           责任编辑:esl           点击次数:2126

                       The ESL Teachers Solve Writing Problems Together


At the beginning of this semester, ESL grasped the brilliant opportunity of the new year to have the professional training. This training was a series of lectures on writing. Before winter holiday, teachers of each grade had discussed in detail about their students’writing problems and writing levels, especially the ways to make their writing better. They started from the students’situation and puzzles on writing and did some brainstorms to give the students good suggestions. During the holiday, they did some researches and read some books to enrich their knowledge about writing. Each one or two grades made a PPT to share with others their thoughts.

开学伊始,ESL 抓住“一年之计在于春”的大好时机,对双语外教老师进行专业培训。此次培训实为写作专题的系列讲座。早在假期之前,老师们就针对自己所教授不同年级学生的写作水平、现存问题及整改方向进行了深入、细致的研讨,从学生的写作状态与困惑出发,集思广益列出符合本年级学生写作水平的训练建议。假期之中,老师们又查阅资料,丰富自己教授写作课程的知识储备与背景理论,以年级为单位做出幻灯片,在培训中进行分享。


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The Grade 1 writing sharing was an exhibition of the students’writing methods. Though they were young, with the help of the teachers, they could fill in the sentence by using vivid adjectives. They could accomplish the activities of complete sentences and expanding sentences. They could tell the questions and statements, which made them understand more about the sentence order. They learned to retell the stories by "6 W" and described the pictures in the brainstorm. Good methods and good habits made them have the confidence and enjoy writing to express their pure thoughts.

一年级的写作分享,重在展示孩子们平时训练写作的方法。别看孩子们年龄小,在老师精心地准备和循循善诱地带领下,他们已经尝试用丰富的形容词填写句子,并能有意识进行仿写和扩句,对陈述句和疑问句的直观判断,更让他们逐渐找到了英语句子语序的精髓。以此为基础,他们学会了用六要素复述故事,并能够在“头脑风暴”中描述图片。好方法、好习惯都让一年级的他们在起始年级就拥有自信、亲近写作,尽己所能表达自己的纯真思想。

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When it came to Grade 3, their writing sharing pointed to the common faults of the students. They had the awareness of writing sentences but lacked of ideas. They could put the sentences together but they lacked of connection. All these were related to their ages. They could just contact with the world in their acute minds. Considering their young ages, the teachers helped them set up word banks to make them use some synonyms to express the same meaning. The teachers analyzed the changes from short sentences to long sentences for them and helped them know the method of expanding sentences. In order to make their writing wonderful, the teachers also told them passage patterns, which were the rules when they expressed themselves. The students could describe something by using verbs of senses.Extensive reading, collecting good words and sentences, enriching minds, building up statements, polishing words and improving the skills were the expectations towards Grade 3 students.

镜头转到了三年级,他们的写作分享一针见血地指出了本年级学生的通病:有写作意识但缺乏见解,能成句但句间关系缺乏连贯性。这些现象与孩子们的年龄阶层有关,他们刚刚能够以敏锐的心灵触碰世界。针对他们的这种涉世未深,老师们帮助他们建立了写作词语库,让他们有意识用近义词表达相同的意思,并为他们分析从短句到长句的变化,帮助其总结扩句的方法。为了更加规范写作,老师们还为他们梳理了写作的篇章模式,让他们在表达思想时有框架可循。对事物的感观性描述,也让孩子们能有话可说。广泛阅读、收集好词佳句,充实头脑、树立观点,打磨语言、提高技巧,是三年级老师对孩子们的期待。 

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The teachers in Grade 2 made the students understand the sentence patterns in the examples step by step. Meanwhile, they made them set up the concept and consciousness from sentences to passages and the basic types of the passage structures. They made the students understand the important elements they had to pay attention to when they wrote something: word choice, organization, ideas and content, sentence fluency, voice and conventions. In practice, they input the right sentence order in the students’minds through word jumbles. They also gave the students the beginning part of the stories and made them  write down what happened next. The students described the content of the pictures in simple sentences to cultivate their confidence. Their writing foundation was set up in the way of “6 W” of the plot in the story and the statement they were asked to write.

二年级的老师,在实例中逐步让学生领悟句子书写的固定模式,同时,为学生树立从句到篇的概念和意识,以及段落结构的基本类型。通过词语选择、语言组织、立意与内容、句子流畅程度、句子表达、篇章连贯性等六个方面,让孩子们了解写作需要注意的必要层面。在实战中,他们通过连词组句的训练,提高孩子对句子正确语序的输入。给出故事的开头,让孩子们续写故事,用简单的语言描述图片的内容,搭建表达的自信,并通过故事情节的要素的罗列和文中需要陈述的观点,夯实孩子的写作基础。

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The teachers in Grade 5 explained how they trained the students’consciousness on writing in detail. They made a list of  writing procedures in the way of a recipe in which characters, settings and activities were regarded as important elements. In the part of characters, the teachers organized the students to have some interviews with the characters on their personalities, ages, habits and psychologies in order to make them more vivid. The answers they gained were the results of their brainstorms and some of them would be chosen in their process of writing. They tried their best to train the students to use their senses when they wrote something. In this way, they could write down some descriptive details and settings to make the passage wonderful enough. In the process of writing the events, the students were asked to write down some conflicts. The require in the procedures will be the rules they could follow when they write a passage in the future.

五年级的老师,为了更形象地说明对学生写作意识的训练,将写作步骤以烹饪要素的形式列出:角色定位、环境描写、事件铺陈,角色定位中,为了将角色刻画丰满,他们组织学生针对角色的性格、年龄、习惯、心理做一系列的采访性问题,所得答案作为头脑风暴的收获,以备写作过程中进行选择性使用。尝试训练学生用感官描写构建可以描述的细节和场景设置,让文章有血有肉又栩栩如生。在事件发生的过程中,设置矛盾冲突,让文章跌宕起伏。通过这样几个环节的要求,相信五年级的孩子们在写作中定会有据可依、有章可循。

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   Grade 4 teachers made a list of the contents of practicing writing genres. They made the students write sentence stems first, and then add more details, use transitional phrases or conclusions. Middle school teachers made a list of doubts they found in their teaching about writing. It is no doubt that hey have gained a lot of thoughts from their practice in their teaching and know their students’writing levels very much. Their sharing was just to tell the teachers of lower grades their higher demands on writing and they expected that the students in lower grade would lay a foundation on writing .

四年级的老师们,为学生们细心地列出了写作体裁的训练时常和训练具体内容,从让孩子写句子主干开始,逐步添加更多细节,连接词和结论。初中的老师们,抛出了一些与写作有关的问题,供大家共同研讨。看得出,老师们从日常的写作教学中,整理了很多实用的教学心得,也对孩子们的写作水平了解深刻。初中的写作分享,从知识的高度,向低年级的老师们介绍了高年级对写作方面的要求,期待孩子们能更早地位高年级的写作打下基础。 

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During several weeks’ discussion, we believe that teachers will have a new direction when they teach writing in the future. Let’s wait and see how they use the things they learn in practice.   

经过几周的集中研讨,相信老师们都对写作教学有了新的方向。让我们期待,老师们将所学所得,恰如其分运用到实际教学中。

              文/图 邱莎