如何让孩子参与写作？一定要听美国老师的这堂写作课

美娃

英语

启蒙

用母语方式高效英语启蒙

美国小学老师让孩子们

参与写作的课堂实录

关于儿童英语写作，我曾经在文章《惊讶！娃从美国小学带回来这样的母亲节礼物》中提到了，还介绍了美国老师在课堂上会用参与写作、交互写作和自主写作三种教学方法帮助孩子逐渐学会写作。

本期的课堂实录，来请大家听一段美国小学老师针对全班的写作教学。

欢迎收听：

老师： When you're a writer, you're actually an author, right? Authors write stories, they write letters, they write different things to tell us about it. And we know when an author writes a story or an author is writing there's three reasons an author writes. What word do we have to remember why an author writes? Everyone, what word?

学生齐声：PIE

老师：PIE， very good. So our P stands for persuade, I stands for inform and E stands for entertain. We're writing today, we're going to convince someone to do something, okay?

在这里，大家可以注意到，老师在写作一开始就和孩子们明确了写作的目的是什么？

写作的目的有三种：

说服（to persuade），比如各种广告、评论、观点等

告知（to inform），比如科普类书籍、新闻报纸、传记等；

娱乐（to entertain），比如各类故事书、小说、科幻等

三种写作目的，其实也是对应着三种写作体裁：

Functional Writing（应用文）

Informational Writing （说明文）

Narrative Writing （记叙文）

不同的写作体裁也是有不同的写作方法。美国小学老师在孩子们写作之初，就要孩子们明确写作的不同目的，根据不同的写作目的使用不同的写作手法来写。

在本次的课堂实录中，老师和孩子们的写作目的是说服（to persuade），说服Mrs. Ross给大家更多的课间休息时间。

老师： Now we've been working really really hard in here. I think we need to write about deserving extra recess today. So we need to keep that in mind as we're writing today. Who are audiences? Mrs. Ross and we need to keep in mind what we are trying to do. We are trying to persuade her. The topic sentence introduces what we are talking about. So our whole paragraph is going to be about what? Ella?

Ella：Deserving extra recess

老师：Deserving extra recess, all right. So let's work together. Let's come up with a good topic sentence that would introduce our paragraph about deserving extra recess. Turn to talk.

学生们互相讨论。

老师：So let's hear some good topic sentences that we could write about deserving extra recess. All right,all hands down, eyes on Brittan.

学生： We deserve extra recess in 1D.

老师：oh， We deserve extra recess in 1D. I love that. He didn't put details in there. He just introduce his topic, right?

在接下来的写作教学中，老师通过一个类似毛毛虫的形象告诉孩子们整个文章框架要遵循topic-detail-detail-detail-conclusion这样的模式。

这就给了孩子很好的支持，孩子就明白开头需要从宏观上指出主题，接下来要有细节细节细节的支持，最后要进行总结。

除了用毛毛虫的形象来表达外，我还看到网上其他老师会用汉堡的形象，呈现文章框架结构的方式。

下图汉堡，大家可以看汉堡中注明的文章不同部分具体的写作要求。

老师：Now when I writing my paragraph, my antennas tell me to in depth……so we're gonna leave a good space. So we deserve-- what's that letter about? Let's put it out ready? Let's pull out the sound ready?

老师在白板上写：

De-serve,

/d/ /d/ 老师写出来d，

/ee/老师写出来e，/s//s/老师写s，

/er/ 老师写er,

老师：We know er makes /er/ sound

/v/ 老师写v，有小朋友喊出ve，

老师：oh，e, I heard e, I like that. So we deserve extra recess in 1D. And the end of that sentence,

学生们：period

老师：we need punctuation. Okay guys. We have our topic sentence. Awesome job. Now what do I need to do in my paragraph. We got add some details. Now we told her our audience Mrs. Ross that we deserve extra recess, but guys we need to convince her why do we deserve it. We need some details as why we deserve extra recess here in our class.

学生纷纷举手。

老师： Berkeley. Hands down and eyes on Berkeley.

Berkeley：We've been learning so hard and we've been doing it in 134 days.

老师：We have been learning for 134 days. That is an awesome detail guys. Not only did she say we're learning she said how many days we've been learning for. Berkely, do you think you can come up here and help me write this sentence?

学生上前到白板前。

老师：we need to help her. We need work together. So what's our first word?

学生：we

老师： We, what kind of letter she's gonna start with everyone?

学生：capital W

老师：Capital. All right. Excellent job up there. All right, Berkeley. We have our topic, we have our detail detail what we still need? One more detail.

学生纷纷举手。

老师：Hands down and eyes on Anna.

Anna：We deserve extra we should get extra recess because we …

老师： Anna, I like how you said that. First you said we deserve but you changed it we should. Why did you do that?

Anna: Because we …

老师： very good， we already had two sentences that started the same way. So instead of we deserve she changed into we should.

老师：So conclusion is simillar to our topic sentence. All right. So who thinks they can come up with a good conclusion to wrap up our writing.

学生纷纷举手。

老师：All right. Olivia , hands down and eyes on Olivia.

Olivia: Do you think we need extra recess?

老师： I love it. She's wrapping it up with a question. Let's come up let's have Olivia but we need to help her, she can't do this on her own.

学生们一起拼写。

老师：right at the end of the sentence, oh, what did you put Olivia?

Oliva: a question mark.

老师： why do you put a question mark?

Olivia： Because there's a do you.

老师：in your asking a question. She is aksing a question. Now we need to go through and look at writing and make sure everything is okay. Does anyone notice any mistakes in our writing?

学生纷纷举手。

老师：Well Max, what you think wrong what else wrong in our writing?

Max: we deserve extra recess, we deserve extra recess…

老师： he's right. What do you suggest we could do to fix this?

Max：more

老师： we deserve more. Come on up here.

Max到白板前：We deserve more instead of extra.

老师： Alright. So how you gonna change that? You have to loop it? Alright. Then what are you gonna write instead?

Max： more

最后，孩子们共同完成的文章如下图

以上就是美国小学老师的一节写作课。最初是老师执笔来写，随后邀请学生到白板前，全班共同来写。

大家通过我的文字记录和解释，可以看到，美国老师的写作教学不仅涉及了写作目的、写作框架这样整体宏观的指导，同时还包括了如何利用自然拼读进行单词拼写，如何运用不同的词汇来避免重复，如何在写成之后进行修改等等具体的写作细节。

在这样的引导示范与参与中，孩子们逐渐明白写作是怎么回事、如何布局谋篇、如何遣词造句。

END

如果你喜欢这样原汁原味的美国课堂实录文章，请帮忙转发分享出去，给芬芳更大的动力。谢谢大家。