英语书面表达作业批改策略

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摘要: 中学英语书面表达作业的批改是一项很艰巨的工作,对于如何做好这项工作,有效地提高学生的表达能力,本文从几种批改策略方面作了探讨。

关键词: 英语书面表达作业批改批改策略

在教学过程中,布置作业是教师检查教学效果和获得信息反馈的一个重要环节,而批改作业则是教师在课后与作为个体的学生进行信息交流的有效手段,通过作业批改,能够了解学生存在的问题所在,有效地采取各种措施,有的放矢地与学生进行信息交流。认真地批改学生作业,是对要求学生认真完成作业的最有效的鞭策,有助于培养学生对这门课的学习兴趣,也能增加师生间的理解和情感,保持和激发学生的学习积极性,从而提高学生的学习水平。在英语教学中,书面表达作业批改确实是一件枯燥乏味、费时费力的事。那么怎样才能有效地做好这项工作?我认为可以从以下几个方面进行。

一、灵活安排作业批改的数量

教师重视作业批改,并不意味着每次作业都要本本细看、篇篇精改。教师可以根据作业的量大小、题目的难度大小采取全部批改、部分批改和抽取代表批改几种方式。

二、师生联合做好批改

1.教师批改

如果是课堂上的限时练习,当场批改,教师可以边走边查看,给以指点订正,也可以选一、二名代表上黑板完成,教师当众批改,指出错误,给出正确答案。如果是课后批改,对于语言错误严重的学生,老师可给予面批。

2.学生互批

采取记名形式,学生互相批改,批改后双方可以私下交流,这样每个学生都有机会看到多名同学的作文,学习别人的长处,别人的短处、缺点,自己也可以引以为戒。如果拿不准的地方,相邻者可以一起讨论,或在旁边做个记号,待老师复查互批情况时,再做处理。

3.学生自批

对于仿写、扩写、缩写、套用固定格式等类作文练习写起来比较容易,教师可放给学生自己批改。

三、批改的方式要灵活

对学生来说,写作是一件苦差事,如何让苦事变乐事?那就要激发学生的快乐情趣,而学习的快乐情趣更多地来自成功需要的满足。试想,一个学生拿到作业本,发现里面布满红墨迹,他不免心情沮丧,有失败感,从而影响其作业写作的积极性和主动性,更谈不上快乐写作。所以教师在批改作文时,一定要避免出力不出效的这种情况。如果学生的作文里确实出现很多错误,不妨采取下列做法。

1.分项批改

根据书面表达中考生的主要失分点,按照以下几个方面进行分项批改。

(1)词。

1)看单词的拼写和词形有无不当。如:

The car hitted the old man and drived away.(hitted-hit,drived-drove)The students show great interesting in them.(interesting-interest)He always wears simply cloths.(simply-simple)

2)选词有无不当,如:

He doesn’t want to say something about this matter.(something-anything)

More people prefer to take taxi,because they spare people a lot of time.(spare-save)

3)用词是否重复,在英语写作中,如果用词重复,写出的句子很乏味,文章没有动感和表现力,用词多样化可以使句子表意生动、形象,从而增加文章的整体表现力,如:

John:I’m 12 years old and I love football.I also like reading,especially stories about people from other countries.I don’t enjoy singing,nor do I like computers.

Ann:I’m from Australia.I am fond of singing...

Sarah:My name is Sarah.My interests are reading novels,playing football and singing songs.

在上文对话中,作者使用了like,love,enjoy,be fond of,interest 等词表示“喜欢”、“爱好”这一概念,避免了用词重复,使文章具有极强的动感和表现力,使读者留下深刻的印象。

(2)句式。

1)句子结构搭配是否完整正确,或是否出现汉语式英语。如:

I very like the novel.(I like the novel very much.)

Next month have a sports meeting.(We will have a sports meeting next month.)

I have seven hours at work in every day.(I have to work for seven hours every day.)

Everything belonging to who has money.(Everything belongs to the person who has money.)

2)句式是否过多重复或单调。目前的高考书面表达的评分标准来看,提倡和鼓励考生尽可能多地使用复杂句,以体现考生较强的书面表达能力。如:

Playing football makes us tall and strong.Playing football gives us a sense of fair play and team spirit.

这一句话意思表达无可挑剔,但放在一起总感觉结构松散,其实稍作改动就会增色不少。

改为:Playing football not only makes us grow up tall and strong but also gives us a sense of fair play and team spirit.

再如:In recent years,Beijing has been advancing very fast.All these make people’s lives convenient,pleasant and colorful.

换成以下几种说法,效果会更好。

In recent years,Beijing has been advancing very fast,which makes people’s lives convenient,pleasant and colorful.

With the development of Beijing,people’s lives are becoming more and more convenient,pleasant and colorful.

Nowadays,Beijing is developing so fast that people’s lives are getting more convenient,pleasant and colorful.

(3)从语法角度审视。

1)有无时态、语态乱用。如:

The meal is so nice that we all enjoyed it very much.(is-was)

The old man knocked down by the car and injured badly.(man后加was)

2)主谓是否保持一致。如:

My uncle often go to the cinema himself.(go-goes)

Tom as well as his sisters like English.(like-likes)

3)句子成分是否出现残缺或多余。如:

The car which painted red didn’t stop.(去掉which 或在which后加was)

(4)是否恰当地使用关联过渡词,使内容连贯得体。

差:On the morning of Feb 8,2000,at 7:10,I was on the way along Park Road towards the east.I saw an old man came out of the city park.A yellow car drove up Third street.It suddenly turned right.It hit the old man.He fell down with a cry.The car didn’t stop to save the old man.It ran away.

好:The accident happened at 7:10 on the morning of Feb 8,2000.I was riding along Park Road towards the east when an old man came out of the Park on the opposite side of the street.Then I saw a yellow car drive up Third Street and made a sudden right turn in to Park Road.The next moment the car hit the old man.He fell down with a cry.But the car didn’t stop to save the old man.Instead,it drove off at a great speed.

(5)是否审题不严,要点不全;书写是否潦草,字迹不清;字数是否合理等,这些都可以作为批改分项。

2.借助符号批改

对于学生作文中出现的错误,并不必要回回给以改出,适时地运用符号批改法,只指出作文中错误表现,让学生自己去思考,发现错误所在,加以订正,更利于学生对知识的掌握和运用。所有符号可有以下:对于病句可用“?摇?摇”,句序有误用WO,动词时态有误用VT,语态有误用VV,单词误用用S,对于文中较好的句子用G以表欣赏和鼓励。

3.评分法

在经过分项和符号批改训练后,教师可采取评分法。按照高考评分要求,给学生作文打分,让学生清楚自己的作文水平,然后自己寻找失分点,自行修正。关于评分法可采用以下几种。

(1)印象法。即教师根据自己对文章的总体印象给文章打一个总分。

(2)分析法。即教师把一篇文章分成若干项目,按照事先规定的评分标准,对每项分别评分,最后统计总分。

(3)机械法。又称计算错误法。即按照错误数目扣分。

四、恰当地写好评语

恰当地写好评语,不仅是与学生思想交流、情感贴近的一种方式,更是通过所写的句子,给学生提供效仿的机会。恩格斯说,重复产生力量。通过模仿,可以把别人的体验化为自己的智慧,由陌生到熟练,由模糊到精确。对于高中生来说,评语最好采用常用短语、句型。如:

Try to do better next time.

What good work you have done.

I wish you would be more careful.

Your English have been greatly improved this term.

Keep on and on.

总之,有效地做好书面表达批改,既能减轻教师的批改压力,又能调动和保持学生写作的积极性。当然,提高书面表达能力非一日之功。首先教师要有热情、耐心,不求人人成功,但求人人进步,这是教师不懈的追求。