寫是通過文字傳遞信息和表達感情的方式。寫作和其他練習，如造句、填充和選擇等不同，寫作要求表達清楚而完整的思想，其他練習則著重語言項目的掌握。換言之，寫作的目的不是幫助學生熟悉某些語法項目或詞匯，而是提高學生用英語表達思想的能力。
    小學生剛開始寫作時興致較高，也有許多想表達的想法和情感，但其表達能力卻極為有限。于是他們的作文要么詞不達意，要么條理混亂。此時，教師的正確引導就顯得極為重要。筆者認為，教師可以從以下幾個方面循序漸進和有條不紊地培養(yǎng)小學生的寫作能力。
    　　一、讀讀寫寫
    寫作與閱讀密不可分。閱讀不僅有助于鞏固和擴大詞匯量、豐富語言知識和提高運用語言的能力，而且可以訓練思維能力、理解能力、概括能力和判斷能力。學生通過廣泛閱讀，可以開闊視野，開拓思路，也可以了解英語的表達方式；優(yōu)秀的文章還能為學生提供寫作范例。以下是一位學生閱讀文章My Family后仿寫的小短文：
     I have a big family. There are five people in it. They are my grandparents, my father,my mother and I. My mother is a dentist. She works hard.She likes watching TV. My father is a doctor. He works hard, too. He likes singing. My grandpa was a doctor,too. He likes watching football matches.My grandma was a teacher. She was good at teaching. I am a good boy. I can make model cars,draw pictures,play computer games and so on. I love my family.
    學生通過仿寫，不僅能鍛煉寫作能力，還能復習所學的單詞和句型。
    學生仿寫時不應完全照搬例文，切忌也不提倡僅采用只是改換人名、地點或情節(jié)的替換練習。
    　　二、說說寫寫
    口頭表達是書面表達的基礎?？谡Z中包含了大量近似書面語的結構和措辭。教師應營造課堂交際的氛圍，創(chuàng)造更多讓學生說英語的機會。具體做法主要有以下三種：
    1.主題討論
    組織學生就某話題進行討論。討論不僅能讓學生互相啟發(fā)，開闊思路，而且能充分調動不同層次學生的學習積極性。比如，在討論自己最喜歡的季節(jié)時，學生會說出喜歡該季節(jié)的各種理由。例如：I like summer. Summer is never cold and freezing. I can swim and go to the beach in summer. I can eat icecream and watermelons in summer. 又如，一位學生寫出的一篇習作——My Favourite Toy:
    My favourite toy is a Barbie doll. She is very beautiful. She is smaller than my other dolls. She has got two big eyes,a small nose and a small mouth. Her hands are small,too. She is always wearing a long,pink dress. Her shoes are black. I like my Barbie doll very much ,and she loves me,too, I think.
    2.連詞成段
    對于小學高年級學生，教師可以采用連詞成段的口語練習，之后讓學生將所說的話整理成一篇小習作。例如，教師可以給出下列單詞：run,trees,play games,swing,read,write,mop, clean, play football, eat, skip, happy，讓學選取若干單詞說一段完整的話。例如，孩子們在公園里游玩，學生在操場上玩耍，學生放學后參加勞動，學生進行課堂活動等。學生經過講述之后寫出的文章思路清晰，語句流暢。以下是一篇學生習作：
    Class is over. We can see some students on the playground. The boys of Class Two are playing football ,and some girls are skipping the rope under the trees. The students of Class One are having a running race. We can also see some students in the classroom. They are cleaning the classroom.Some are mopping the floor. Some are cleaning the blackboard. They are all happy.
    3.看圖說話
    看圖說話可以訓練學生的觀察能力、理解能力和語言運用能力。學生在圖片的幫助下，運用合適的詞句表達一個完整的故事?！缎率兰o英語》教材中有很多生動形象的圖片，這些圖片都可用作學生看圖說話的材料。學生看圖說話之后，教師可以讓學生落筆成文。
    　　三、聽聽寫寫
    在聽力教學中，教師應將對學生聽力理解能力的培養(yǎng)與其他技能的培養(yǎng)結合起來，并通過培養(yǎng)聽力技能促進學生寫作能力的提高。筆者平時注重從語篇角度訓練學生的聽力理解能力。筆者讓學生記下所聽到的單詞或詞組，然后重新組合詞匯新編故事。例如，學生聽了一篇Tom's Daily Life的短文后，根據(jù)記錄的信息進行再創(chuàng)作，寫下了一篇題為My Daily Life的習作：
    My daily life is sometimes boring and sometimes interesting. I always get up late and hurry to school. In the morning,I have four lessons. I have lunch at school. In the afternoon,I often have three lessons. But on Monday I have two lessons. I think they're boring. I like Friday,because on Friday I only have five lessons all day. After class,I usually play with Yiyi. She is my best friend. In the evening,I usually do my homework. There is much homework waiting for me. I sometimes go to bed late. Oh! What a busy day!
    　　四、背背寫寫
    1.背熟句子
    要想寫好文章，就要打好遣詞造句的基本功，為此首先需要一定的詞匯量基礎。背誦句子和文章是積累詞匯的好方法。例如，Side by Side 教材中的短文All the students in my English class are absent today中有一句話：What a shame Everybody in my English class is absent today.學生通過背誦短文，不僅理解了“What a shame!”的意思，而且還用到了作文中：
    I often have an art lesson on Friday. But one day I found the class so noisy. When I went into the classroom,I saw the boys playing video games, and the girls talking loudly. My art teacher was talking to my mother. I was so angry. I said: "Be quiet!" But the classmates did not listen to me. What a shame!
    2.背熟習慣用語和成語
    學生平時多記一些習慣用語和成語，寫作文時就能得心應手。例如：
    習慣用語：It is said...（據(jù)說），I don't think...（我認為……不……），above all（首先），in the end （最后），in short（簡而言之），couch potato（電視迷），……
    成語：rain cats and dogs（傾盆大雨），apple of one's eye （掌上明珠）， talk big （說大話）， have a nose for（愛打聽），……
    　　五、畫畫寫寫
    小學生大都喜歡畫畫。教師可以讓他們畫身邊喜歡的人、動物或玩具等，并讓其運用所學的詞語描述所畫的人或物。學生通過畫畫寫寫，不僅可以復習所學的語言知識，而且可以表達自己的情感和想法，從中享受畫畫的快樂，體驗學會運用所學語言的成就感。以下是一位學生關于米老鼠的短文：
    She has a round face,two big eyes,a small nose,and a big mouth. She also has two big ears.Who is she? Yes,she's a Mickey Mouse. How do you like her? I think she's very beautiful. Do you think so?If you ask me how I get her,I'll say she's a birthday gift from my mother. I "play"with her,I "sleep" with her,I "talk" with her and so on. My father and mother like her, too. My family all like her-the Mickey Mouse。
    　　六、填填寫寫
    小學低年級學生詞匯量有限，很少做語篇閱讀練習。教師可以將閱讀材料中的一些關鍵詞或詞組挖空，讓學生聯(lián)系上下文猜詞填空。填詞練習既能訓練學生的閱讀能力，又能培養(yǎng)學生初步的語篇意識，并為高年級的寫作打基礎。
    例如，教師可以讓三年級學生通過填詞練習描述動物：
    My Pet
    I have a________. It is________and________. It has got________. It has got________and________. It can________. It can________,too. It eats________.My parents like_________very much. We are________friends.
    　　七、想想寫寫
    教師應充分發(fā)揮小學生豐富的想像力，讓他們畫出自己想像中的事物，然后運用所學的語言知識描述其想像之物。高年級小學生所想內容已趨于現(xiàn)實，而且也掌握了一定的詞匯量，所以更能寫出一些與他們生活密切相關的事物。比如：If I am a junior student in 2008，I'll be.../I wish I could...在想想寫寫的訓練中，教師還可讓學生通過想像將他們所學的事物，如動物、植物和學習用品等編成童話故事。小學生不僅喜歡看童話故事，而且更喜歡自己編童話故事。以下是一位學生寫的一篇題為In a Jungle的習作：
     Angel was in a jungle in Africa. There were a lot of animals in the jungle. The elephant was resting quietly under the tree. The giraffe was eating leaves happily, zebra was runing fast through the grass. The monkey was dangling naughtily down the tree. The crocodile was swimming lazily in the lake. The parrots were talking to one another loudly. The rattlesnake was crawling slowly between the rocks. The lion was roaring proudly, "I am the bravest in the jungle! I am the king of the jungle!..."
    　　八、命題與評價
    1.命題原則
    小學階段英語作文的體裁應以描寫和敘事為主。由于小學生語言能力有限，教師可以采取命題作文的形式，選取與學生生活有關的或為他們所熟悉的內容，讓學生能圍繞題目有條理地展開敘述。《新世紀英語》教材中有很多與學生生活相關的話題，教師在完成一個單元的教學后，可以讓學生仿寫或續(xù)寫本單元的課文。例如，教學該教材四年級上冊的一篇故事Mother's Day時，恰逢教師節(jié)來臨，筆者讓學生寫了一篇題為Teacher's Day的作文。教學Get Ready for a Picnic時，正值國慶節(jié)之際，學生在準備節(jié)日活動，筆者便給學生出了一個半命題作文，題為：Get Ready for...
    2.評價體系
    有一段時期，筆者發(fā)現(xiàn)學生的作文越來越短，內容越來越單調。經過調查和反思我發(fā)現(xiàn)，這段時間我總是將語言錯誤多的作文作為典型在全班講評，使得學生寫作時不敢大膽地想像和表達，只注重文中語言是否正確了。所以，評價學生作文時，內容應與語言并重，而且教師首先應充分肯定學生的創(chuàng)造性。
    筆者的教學實踐證明，培養(yǎng)小學生用英語寫作的能力是可行的。小學生能否寫出內容有趣、語言通順且可讀性強的文章，關鍵在于師生雙方是否對寫作持積極的態(tài)度并為此做出不懈的努力。^