1 trick: word understanding is the key.
A sentence is composed of words, and a sentence is composed of several words with specific meanings. Therefore, if you want to write a good sentence, you must understand the words you use and the meanings of the words you want to use accurately, including their parts of speech and emotional color, so as to express your meaning more clearly.
Sentence-making requires training more than three skills, namely, listening, thinking and imitation. Listening more is to let children see more good words and sentences. Children can understand the meaning of sentences and words with a sense of language through a lot of reading, including textbook reading and extracurricular reading. We ask them to make sentences, and they won't feel strange and have no way to start.
I have told you many times in my own tweets that China's book is a model. Although we still have a lot of criticisms about the Chinese books used now, if we can give full play to its advantages and its value properly, this is the most direct way to improve children's writing ability.
For example, in the first section of Lesson 22, Book 2 of the Chinese textbook of Shanghai Education Edition, "Spider Weaves a Web", in the morning, the spider drew silver silk from her body and made a web on the fence of the farm.
In teaching, I fully grasped the three elements in this sentence: who, where and what. These three elements are necessary to form a complete sentence, and they are indispensable. And the current exercise topic, and
Some of them are connected into sentences according to the sentence pattern of "who-where-what". So let children fully realize that these three elements constitute a complete sentence. What I wrote below is the process of guiding children to know and learn how to say a complete sentence in class. Parents and friends can practice at home, which should be of reference significance.
Step 1: Read this sentence carefully.
Early in the morning, the spider pulled silver silk from her body and made a net on the fence of the farm.
Step 2: Ask (1) who is in the sentence? (2) Where is it? (3) What is it doing? After these three questions, the children understand: who-spider; Where is it-on the fence of the farm; What are you doing? Weave a net.
Step 3: Further hint, spiders can weave webs, so what about "bees"?
A child replied: bees can collect honey.
I asked: Where do bees go to collect honey?
Another child replied: bees will collect honey from flowers.
I hinted: where else can it be except in the flowers?
At once, the children were talking: in the garden, in the park, in the Woods. ...
I am sure of their answers and praise those children who are diligent in thinking when appropriate.
Continue to remind: spiders can pull out silvery white silk. "Silver Spark" is an adjective. What does it describe? The child replied: Silver sequins are used to describe "silk". Silver glitter silk.
I'm sure: yes, the word "silver sparkle" makes the sentence bright. Can you help the bee make its sentences bright or colorful and delicious?
The children replied: bees are collecting honey from the red flowers. Bees are collecting honey from flowers in Huang Chengcheng ... I'm sure: you are really thinking children!
Step 4: Write down the sentences you say. If not, you can use pinyin.
Tip: If it's not a bee or a spider, switch to a child. What do you think the children will do in the garden on Sunday afternoon?
Children's minds are flying! (The following training was developed according to the previous training, so I won't go into details here. )
Understand more words and accumulate more words.
Reading is the basis of writing. In addition to calling on students to read more extracurricular books, they should also study textbooks well. Teacher Yu Yongzheng once wrote: "Reading can not only deepen our understanding of the words we have learned, but also obtain materials for expression (including oral expression, written expression and, of course, sentence making). This is why it is difficult for children who read a lot to make sentences. As teachers, we can't ignore the training of students' kung fu. As parents, we should also pay attention to small things, start from the root causes, and guide children to pay attention to the accumulation of words and sentences and wonderful fragments in the process of reading a lot, especially for children in lower grades. Generally speaking, good words are words with rich and colorful meanings in sentence making, just like the climax of a good song. Without the modification of good words, a long sentence with rich meaning is tantamount to a glass of boiled water.
Finding good words is not that difficult. In fact, you only need to take your thoughts and a pen with you when reading. When reading a sentence, if you find a word you don't understand, look it up in the dictionary, understand the meaning of that word, write casually and comment on the book. By the way, developing the habit of writing is a great way to improve children's reading and writing ability. If reading without a pen is equivalent to swallows flying, clouds floating and the wind blowing, it will be clear. If you read with a pen and draw circles, you will be familiar with many knowledge points.
For example, in the lesson "Little Tadpoles Looking for Mom" in the second volume of primary school Chinese of Shanghai Education Publishing House, there is a sentence "Little Tadpoles hurry to catch up and call", so I caught the word "hurry". First, because these two words are new words in this class, we need to focus on learning. Secondly, because the process of tadpoles looking for their mothers has developed to the second level here, that is to say, when tadpoles find carp mothers and find that they are not their own mothers, they see them again.
When a turtle almost matched his mother's characteristics appeared, he was very anxious, so he used "urgent". The understanding of this word is helpful to children's understanding of the text and can also expand their vocabulary. So I'll give you some teaching suggestions on this word to expand the accumulation of words.
Step 1: Find the sentence with the word "urgent" and draw it in a straight line.
Step 2: What do you mean by "hurry"?
Student A: It means soon.
I asked: soon, yes, soon. The tadpole found the mother carp, but it wasn't her own mother. This time, she saw the turtles and they swam anxiously. So be quick. Hurry means fast and fast. Then you see that the teacher is also leaving quickly and anxiously (I demonstrate that I can walk quickly to the podium from the outside). What other words do you think can be used to describe me walking up to the podium quickly?
Student A: Hurry, hurry, hurry. ...
I'm sure: great, the dolls in our class are all good dolls with rich vocabulary!
My feeling: In fact, it's not that children don't know or understand words, but that parents don't use appropriate methods to inspire their children to use words accumulated in the depths of their minds. Parents should patiently enlighten their children and expand the accumulation of synonyms and antonyms. It is much easier to understand words in a specific language environment than to understand words in a single word. Therefore, it is suggested that when you read with your children, you need to remind them of a word and guide them to change it before using it in a specific language environment. Then I think this accumulation will make the book "thick".
The second measure: a long list of words
In teaching, I often combine some related words and punctuation marks to guide students to imitate the text for oral and writing training.
For example, when I was teaching "Two Little Lions" in Lesson 25, Book 2 of Primary School Chinese published by Shanghai Education Publishing House, I grasped the word "assiduous", combined four verbs with pauses in sentences, and started oral and writing training. Parents may wish to guide their children to start with a word in the family and make the relevant content of that word clear and specific. In this way, small streams can be accumulated into rivers!
Step 1: Read the sentence "A little lion practiced rolling, flapping and biting all day, and worked very hard.
Step 2: The little lion here practices hard because he wants to be a real lion. What can he do? The student replied: roll, jump, tear and bite.
I asked: Do children have any skills?
A student replied: I can swim, draw and write Chinese calligraphy.
I'm sure: well, there are so many skills. Then can you talk about your skills like this sentence? Student A: I can swim, draw and write calligraphy.
I asked: When you learn these skills, you must work very hard, just like the little lion in our article is a lion who practices hard. You can also use the word "hardworking" to describe it!
The student nodded to show that he understood.
I continued to ask: can you also explain your efforts or hardships clearly?
Student: I can swim, draw and write calligraphy. I study hard!
When parents guide their children to write and speak (make sentences) at home, they can use several related words to guide their children to make sentences. For example, the words "lake, reflection and mountain" are all in one context, which can inspire children to write "the shadow of the mountain is reflected in the lake", and then parents can further inspire them. What color is this lake? (Green) What is this lake like? (Calm), inspire children to use these words to describe the lake in the sentence, then this sentence is both complete and beautiful: the shadow of a high mountain is reflected in the green lake.
I think there is no shortage of opportunities for children to feel and experience. What is lacking is that parents always travel around the world blindly with their children. In the process of traveling, they don't try to help their children build their own language system verbally. In other words, no matter where you go, you should guide your children to describe what they see and feel with their existing knowledge and unique feelings. In fact, if parents pay attention, in addition to cameras, they should also use pens to record their children's usual travel. If children love to write, let them write by themselves, son.