(Note: This article is reproduced from Teacher Yang Conghua of Shahe Central Primary School) At what stage did the composition teaching in primary schools begin? What kind of teaching method should be adopted to start? After the teaching practice from grade one to grade five, I realized that the earlier sports training started, the better. Now the lower grade pupils are well-informed. Although they don't know many Chinese characters, it doesn't prevent them from having a strong desire to express and write. Moreover, the children in the lower grades are particularly imaginative, dare to think and speak, full of childlike innocence and unique charm. So how to train oral English in the lower grades? I train from the following aspects. Look at the picture and talk first. Some people say that people who can read can read thick. I think these people can extend from the author's limited words and add their own rich understanding and imagination. I think teachers who can teach should teach books well, that is, they can seize every opportunity, enrich the extension of teaching materials and cultivate students' abilities in all aspects organically and reasonably. The illustrations of the text are vivid and interesting, which are good materials for training oral English. I pay attention to this point in my teaching. At the beginning of class, I paid attention to students' oral training. In the teaching of A, O and E, I first ask students to observe the contents in the pictures. Through observation, the students said that there were trees, small houses, green grass, ducks in the river, big white geese, a little girl on the shore and a rooster: Then I asked them what they were doing. The students answered one by one. Finally, I ask my classmates to talk about this picture together. Some say that one morning, a little girl went to the river to practice singing, and the rooster heard it and ran to sing along. Others say there is a family living by the river. A little girl goes to the river to practice singing every day. Rooster, white goose and duck all became his good friends. Another example: in jqx's class, there is a picture of a family doing their own thing. The picture is accompanied by the words "playing chess, building blocks and washing clothes", so I will guide the children to practice saying "when, what xxx is doing, what xxx is doing, what xxx is doing." For another example, the word "Bi Yi Bi" in Literacy 2 is a picture of a small farmhouse with the corresponding words "Yellow Cattle, Duck, Jujube, Apple and Flower Cat" below. I guided the children to describe the scenery in the yard and the activities of the characters: "What kind of house does Xiaoshi live in? What's on the left of Yonglu? What's on the right? What is the little stone doing? " Students can say the pictures and meanings completely in a certain order. When teaching "Little Tadpoles Looking for Mom", after the students read the text and learned the words, I designed such oral and writing training: Fill in the blanks according to the text, "There are a group of (little tadpoles), (big) heads, (dark gray) bodies, swinging (long) tails and swimming (happily) in the pond." The purpose of this training is to make students realize that the author observes and describes the shape of tadpoles in a certain order; The second is to let students understand that animals have their own appearance characteristics, and they must grasp the characteristics when observing. Look at the illustrations in the text and say what carp or tortoise looks like. Say it in the form of a paragraph just now. Some students said carp: There are a group of lovely carp in the pond, with big heads, red bodies and wide tails, swimming around happily. Some students said turtle: there is a turtle lying in the pool. It has mung bean-sized eyes, a wide mouth, a patterned hard shell on its back and a short tail behind it. Sometimes it swims around in the water with its four legs swinging, and sometimes it stays by the pool and shrinks into a ball. Use the text content and illustrations to help students master some expressions. It is impossible for everyone to speak dictation in such a class. In order to make up for this shortcoming, I arranged for them to go home and tell their parents, so that they could record it truthfully and give it to the teacher for correction the next day. I think this method is very good. In order to let them record what they hear, say and think in class, let the students go home and tell their parents. Some parents are very concerned about their children's study and can guide them. I approved all the letters that students took home and wrote, and returned them to their parents. Another example is "which house is the most beautiful" in Lesson 14 of Learning Painting. After the text is taught, let the students talk about "our school", and the students can finish their study tasks in a relaxed and happy way. This not only improves students' thinking ability and expression ability, but also deepens their understanding of the text. To cultivate students' speaking ability, besides telling stories to parents and writing them down, you can also take advantage of every opportunity to train. Answer questions in class and ask to speak completely. Use words to make sentences, and try to make words vivid and specific. This not only improves students' thinking ability and expression ability, but also deepens their understanding of the text. Generally speaking, most junior students are seven or eight years old, and intuitive thinking is dominant. Only by creating intuitive scenes for students can we start students' thinking, induce students' desire to speak and write, and make our oral training fruitful. Second, describing life Our world is colorful, and there are many beautiful scenery and beautiful things around us. We should learn to discover beauty by ourselves and also teach students to discover beauty. In that way, they will also feel the friendly touch of the wind, see the waist branches of the grass and hear the sound of frogs. Be good at grasping the little things that happen in daily life. One day, I found a female classmate in our class wearing a hat and a wig behind it. It looks good behind her. I will let her stand on the platform, let the students observe the student and say a few words about what you have observed. The students are in high spirits, and some say that XXX is really beautiful today, and there are yellow curly hair on the hat, which is really beautiful. Some students say that so-and-so is particularly beautiful today. Not only is the hat different from other students, but the skirt she wears is also very beautiful. Look at her big eyes! Students are not at home at all, and say whatever they see, thus unconsciously training their oral English. Third, use painting to induce students' imagination. Because pictures can show certain life scenes, it is easier to arouse the attention and interest of junior students. Therefore, using pictures to train students to speak and write is a simple and easy method. I often collect some pictures for my children, for example, there are some pictures in Si Pin and Life, and then ask students to find some pictures to practice their oral English. For example, after learning lesson 1 1 "What do I want to see?", I asked the students to collect pictures about Beijing, so I showed them the pictures collected by the students, and asked them to practice their spoken English. I also asked them to draw by themselves and let them speak freely. There are many similarities between writing articles and drawing. Painting needs a stroke, part by part, bit by bit, line to surface, surface to body. When writing an article, you should write sentence by sentence, sentence by sentence, paragraph by paragraph, paragraph by paragraph. Students are often required to practice speaking and writing in the order of drawing, and the word order of students' speaking will be trained imperceptibly. For example, teach the article "Autumn" and let students divide the picture according to the paragraph level of the text: A, draw blue sky and white clouds; B, draw an endless rice field under the sun; C, draw a pond beside the rice field; D. Draw phoenix trees and fallen leaves on the trees beside the pond. Some fallen leaves fall into the pond, and some fall to the shore; E, draw fish swimming under the fallen leaves, and ants lying on the fallen leaves; F, draw two swallows. After painting, let the students look at the pictures in the order of painting, and add their own imagination to arouse the images left in their minds when they draw. The things described in the text will appear in students' minds like movies when they read the text. By using painting in this way, students can learn easily and happily by integrating observation, thinking, imagination and expression. Third, it is necessary for primary school students to talk about the experience of experiencing life, the accumulation of emotion and experience, so that students can have something to write. In teaching, teachers should encourage students to experience life, encourage students to experience the interest of life, and accumulate beautiful and rich life materials. This spring, the school held a flag-raising activity once a week. I use flag-raising activities to train students to speak. After raising the flag and returning to the classroom, I will ask my classmates to talk about what you saw, heard and felt today. Let the students discuss in groups. The enthusiasm of the students is very high. Some people say that today is my first time to raise the national flag, and I am very happy. I envy seeing my big brother and big sister standing in front of the national flag and raising it there. I also want to raise the flag myself. I will study hard in the future and strive to become a flag bearer. Others said that they really learned a lot of knowledge today and knew the importance of safety. We should pay attention to safety and not run around the school. Others say ... it not only trains students' oral ability, but also makes them open their hearts and speak freely. Fourth, the theme of speaking In order to train children's oral expression ability and cultivate the habit of careful observation, a few minutes before Chinese class, I will have a theme for children to talk and chat. For example, I will let students talk about teachers. Students find it not difficult to talk about this topic, because the teacher is with them every day and there are many places to talk about. So the classroom suddenly boiled, and the students said one by one. Through a relaxed and harmonious way, the distance between children and teachers has been narrowed, and children's speaking ability has improved, and they have become willing to speak, dare to speak and be willing to speak. Students' oral expression ability has been enhanced. Students love to talk, dare to talk, and are willing to talk. In short, teachers should carefully design teaching methods suitable for students' age characteristics, adopt teaching methods that can improve students' ability, let students learn languages in a relaxed and pleasant atmosphere, let children move freely and express freely, and bring happiness, interest, confidence and success to students. It laid the foundation for writing training in grade three. How to carry out composition training in grade three? I think we can start from the following aspects: (1) Writing should start from the content. The quality of a composition depends first on whether there is any substantive content. In students' compositions, there are often thousands of people, which shows that students have not carefully observed the objects they wrote and have no more accurate understanding of the objects they wrote, so they can't write characteristics. Therefore, composition teaching should start from the content, so that students can have concrete and substantial content to write, and don't tell lies, big talk or empty talk. This requires rich material accumulation. How to accumulate? 1, live a rich life. Teachers should create conditions for students to participate in their favorite activities inside and outside the school, increase their knowledge, raise their awareness, and accumulate rich and vivid materials for their compositions. The materials perceived by students themselves are authentic, impressive and easy to accumulate and quote. 2. Read more books. We should read more books and newspapers suitable for students, watch more TV programs and movies, so that students can gain rich knowledge, have various feelings, broaden their horizons and cultivate their sentiments. 3. Listen more. There are two main ways to cultivate the habit of listening, paying attention to other people's speeches and stories and learning from them. One is to gain knowledge and experience directly from life and know all kinds of things, and the other is to absorb indirectly from books or audio-visual. (2) In the third grade, it is difficult to make a direct transition from oral and writing exercises in the lower grades to propositional composition. Because a composition is the comprehensive application of basic skills of various languages, and it is the embodiment of students' cognitive level and writing and expression ability. Sketch exercises, simple in content, such as writing a paragraph after observing a still life or a small animal; Observe the appearance or movements of the characters, write a paragraph, etc. Don't ask too much when you start practicing. You can write dozens of words or 100 words. When you finish it in class, it will not increase students' extracurricular burden, but also get comments from teachers or classmates in time. 1, fragment practice, you can smoothly transition to writing articles. After the students wrote several fragments, they accumulated material for the composition. If you write more, there will be something to write in your composition, and students will not find it difficult to write articles. In particular, writing exercises are always segmented, and the effect is greater. For example, the teacher gave a general sentence that "the trees on campus can flourish", and asked the students to clearly write about the trees on campus, focusing on how the trees flourish; Then around the keyword "lush", according to daily observation, select the material, and specifically write how the trees on campus are lush. This has a direct effect on training students' basic writing skills such as selecting materials around the center, organizing materials and making sentences with words. For example, students can write a paragraph first, then write two or three paragraphs around the center, and gradually transition to writing an article. For example, let students write "school playground", "flower bed" and "teaching building" respectively, and then take "campus" as the topic. Students can choose what they have written, then connect the paragraphs and add the beginning and the end to form an article. 2. Essay exercises can combine reading and writing closely. The third grade reading teaching is mainly based on paragraphs, which can penetrate and complement each other with writing fragments. The knowledge of paragraphs and the ability to analyze and summarize obtained by students in reading are of direct help to writing a good paragraph. Ask the students to write a paragraph on the topic "The teacher is coming to class". Let the students first observe how the teacher pushed the door onto the platform, what he did after he left, and how to reciprocate and say hello. Then ask the students to write down a series of actions of the teacher in order. In this kind of exercise, students can use the paragraph knowledge they have learned from the text. There are typical paragraphs in the text that can be imitated, and they can generally write more specifically. The practice of paragraphs and articles can be crossed and decided according to actual needs. If writing a composition requires writing a scene, you might as well write a fragment first and then write a composition. The beginning of students is always the same, so students can practice writing the beginning. Writing fragments and writing exercises are part and whole. Practice the part first, then practice the whole, which conforms to the principle of easy first, difficult later and step by step. Practice as a whole, and then find out the weak links to practice, which is also in line with the reality of students learning composition. 3. Imitate the basic form of classroom writing. Mainly imitate some texts and let students practice writing. For example, a beginning, an end, a sentence pattern, a paragraph pattern, can also imitate an expression. Enlarge the writing. Teachers should grasp the sketch part of the text and guide students to imagine and write on the basis of understanding. You can also expand sentence patterns. Class "sketch". It refers to a method of practicing writing by organizing students to observe things in class and then grasping the characteristics and describing them in concise language. It combines observation and imitation. Interesting sentence, diary. Teachers should pay attention to guiding students to practice writing consciously after class and take the initiative to record their own lives, especially those beautiful things worth remembering. You can keep a diary in one sentence, which is easy for students to accept and has a good effect. It is to let students write down the meaningful things, the most impressive things and the most interesting things of the day in one sentence or short language. It is required to make the time, place, people and things clear as far as possible. Don't ask too many questions. Because students practice writing voluntarily, as long as they write, they must be fully affirmed. Practice a few times in class and you can arrange to go home and write. Teachers should pay attention to guiding students to gradually expand the selection of materials, and secondly, expand sentences to make the content richer and more specific. (3) Guiding students to write specific compositions is one of the basic requirements for primary school students' composition training. Teachers should pay attention to guiding students to practice the basic skills of writing when they start writing in the third grade of primary school. 1, teach students to write specific methods. The specific method of writing a composition is mainly to learn from reading, especially combining with the text. There are different ways to remember things, people, scenes and objects. Remember, how things develop step by step, we should make it clear, but we should not make a running account, we should exert ourselves evenly, and we should write down the key parts in detail. To write people, we should choose typical examples to write, that is, examples that best reflect the character characteristics and mental outlook of the characters. At the same time, according to the needs of performance, write the appearance, manner, language, movements and psychological activities of the characters. When writing about scenery, we should grasp the characteristics of the scenery and describe it in detail. It is necessary to distinguish the levels of various scenery, grasp the key scenery and write in detail. Don't cover everything, let alone pile up words, describe for the sake of description. In these methods, teachers should guide students to sum up the relationship between the content of the article and the writing method through reading and thinking, that is, not only to understand the ideological content of the article, but also to understand how the author expresses it. After students have mastered a specific writing method, they should practice writing or writing fragments, and then gradually apply them to their compositions. Teachers should advocate the use of learned writing methods and gradually form composition skills when guiding and commenting. 2. Reserve language materials. The accumulation of language materials mainly depends on daily accumulation in and out of class, listening to people and various activities, trying to understand the meaning of some words and phrases, copying or reciting them for application. Students have different personalities and interests. Encouraging students to accumulate according to their hobbies is helpful to form their own language style. You can also guide students to classify and extract, especially the beautiful sentences in the text, and encourage students to remember as many idioms as possible. Extracurricular reading excerpts are not limited, so that students can form a habit. They can organize excerpts from extracurricular reading, show and encourage students to recite. Reading and reciting are good ways to accumulate language. We should regard language accumulation as an important task in reading teaching. To accumulate language through reading, students are mainly required to read the text and recite some memorable paragraphs and chapters, which is an effective way to accumulate language. (1) has a characteristic beginning; (2) a representative ending; (3) Excellent transitional sentences; (4) distinctive paragraphs; (5) Recite the full text 3. The topic should be novel and make students willing to write. The composition topic given by the teacher should give students something to say and content to write. At the same time, we should also pay attention to making the topic novel and small. The content written is not only familiar and interesting to students, but also easy to concentrate, so that students are willing to write, and it is also possible to write specifically. (4) Training students to speak in an orderly way is actually the training of logical thinking ability. Only when thinking in an orderly way can the articles written be coherent. 1, let students realize the necessity of speaking orderly. Sorting out paragraphs with chaotic sentences and articles with chaotic paragraphs can make students realize that when writing a paragraph or an article, one layer of meaning should be finished in a certain order, and then another layer of meaning should be said. The meanings of each layer should be closely related to each other in order to express the meaning clearly. 2. Combine orderly training (1) with the cultivation of observation ability, observe things in a certain order, and write in a certain order, that is, write in whatever order you observe. Therefore, as long as the observation is orderly, it is easy to be coherent when writing. On this basis, after observation, students can be trained to prioritize, make choices, arrange writing order reasonably, and further cultivate their ability to arrange writing materials in an orderly manner. (2) Combining with reading teaching, starting from middle school, paragraph training and chapter preparation training should be carried out in reading teaching. In the third grade, students should know how many sentences there are in a paragraph, and analyze the relationship between the sentences and which ones are the same meaning. Mainly master the following three methods: narrative according to the development order of things. If you write a paragraph, the structure of the paragraph is a continuation. For example, the process of writing and washing handkerchiefs is written in the order of things: soaking handkerchiefs, soaping, rubbing handkerchiefs, bleaching handkerchiefs and drying handkerchiefs. Every step of the matter has a meaning. B describe one thing from several aspects or express a meaning with several things. C organize materials in the form of "total score" or "total score". It is necessary to teach students these basic methods. Students have just started writing, and they can't set up a shelf for articles and organize materials. But be sure to tell students that these are not fixed stereotypes, and the same content can be written in different forms. We must encourage students to write according to their own observation and experience and follow their own ideas. It is worth noting that we should train students' thinking in the process of learning these basic methods, improve the logic and order of students' thinking, and make the composition clear. (5) Pay attention to the revision of students' compositions. Some people say that the article is not written, but changed. It's true. There are many stories of famous writers revising articles in literary circles at all times and in all countries. Their articles are still tireless and catchy to read. It can be seen that revision is an indispensable and important process in writing and an important measure to improve the quality of composition. On April 2 1, I went to Jiyang to attend the seminar on composition teaching in primary schools in Shandong Province, and I was deeply touched. Experts and famous experts attach great importance to the revision of students' compositions. In the composition teaching of grade three, we should let students develop the good habit of reviewing. Teachers' guidance and demonstration are essential for students to learn to correct their own compositions. Through the teacher's demonstration, let students understand the method and lay the foundation for students' self-correction. In daily teaching, we should pay attention to the revision of students' compositions. Teachers can comment and revise students at any time in class, which can inspire students to read their own articles and revise them repeatedly. Only in this way can students improve their ability and level of writing self-correction. . (6) Pay attention to oral training. Students have been trained in oral English in the lower grades. In the third grade, don't ignore the training of students' oral English. 1, obedient training should be combined with various teaching activities. Teachers should train students' listening and speaking ability and create various opportunities for students to practice listening and speaking. Teachers should pay attention to reading training in reading class, asking questions in class, students answering questions, discussing problems among classmates and reciting them repeatedly can train students' listening and speaking ability. In grade three, writing is more difficult than speaking, and I don't know where to start. Therefore, students can speak first and then write. In the process of speaking, teachers should pay attention to guiding the whole class to comment. One student's language barrier is corrected, and the whole class benefits. Students who speak well will also inspire other students. In various extracurricular activities, let students speak boldly. You can organize reading meetings, story meetings, lectures, etc. You can spend a few minutes in the morning asking students to tell the news, tell new things, or recite their favorite beautiful descriptions. Listening and speaking training should be combined. In listening, third-grade students are required to understand a paragraph or a thing spoken by others, form the habit of being earnest and obedient, and be able to think while listening. Speak with a glib tongue and a natural attitude, be able to answer questions or dictate a thing in a more organized way, and be able to say one or two coherent words. Teachers should pay attention to check the effect of listening through students' comments and make corrections. About Teachers (1) Chinese teachers should have material consciousness (this is often said by the famous teacher Yu Yongzheng). Material consciousness is a professional sensitivity and a responsibility of Chinese teachers. This kind of professional sensitivity will make teachers always think about finding food for students, what can be used as writing material, and what students like and write well. With this awareness, they won't cram for the last minute. How can they have material consciousness? From the teacher's sense of responsibility, from the love of life, only love can trigger the desire to discover, appreciate and express. From the teacher's study, from the teacher's writing habits. (2) Pay attention to the role of "Summer Hydrology" in teaching. Stimulate students' enthusiasm for writing with "lower hydrology", and Chinese teachers write hydrology better than general masterpieces. This is because teachers have a special status, and they really want to know what kind of person their teachers are. Therefore, the teacher's hydrology will have a strong impact on students. (3) Pay attention to the role of comments in composition guidance. It is best to "get to the point" when writing a comment, which means that the comment only makes a concrete analysis of one question in the exercise. In students' practice, there are bound to be various problems, but these problems can only be solved step by step through repeated practice, and it is impossible to eliminate them all at once. If the comment is comprehensive, it will neither solve the problem nor be of any practical use. Therefore, the most important thing in writing comments is to accurately grasp the problem, that is, to write one's own opinions and solve problems that directly affect students' writing level. In addition, don't be too abstract when writing comments to students. It should be like diagnosing a disease. It needs to find the problem accurately, make a concrete analysis of the problem, explain where the problem lies, how to solve it, and sometimes need to demonstrate. Only after reading the comments can students understand what is wrong with their composition and how to correct it next time. Writing reviews should be based on affirmation and encouragement. First of all, students should like reading and be willing to read. Because students get the composition book, they pay attention to the score first, and then the "good words" written by the teacher, and often pay little attention to the problems pointed out by the teacher. Therefore, comments should encourage students' advantages, encourage students to make progress bit by bit, encourage students to actively correct problems in their compositions, and point out specific solutions, so that students can not only feel the existence of problems, but also think that the teacher is criticizing him, but helping him solve them. In short, the third grade is a transitional stage, and our teachers must train students to speak and write well, which not only improves students' writing ability, but also lays the foundation for senior three students' composition writing.