于漪老师曾说:“对学生语言能力的全面培养,并不局限在第一课堂,第二渠道有更广阔的天地。……”青少年对课堂学习的外部活动比课内学习更感兴趣。用课外活动来扩大语言教学阵地,是提高学生读写能力的行之有效的方法。识字教学开始,我就把课内外教学结合起来进行读写训练。如课堂上写了“毛毯”一词,让学生逐步扩成以下几句:“我家有毛毯。”“我家有×色的毛毯。”“我家的毛毯是××在××买的。”“我××在××买了一条×色的毛毯。真漂亮。”课后的作业,有时是画一只手,再划上几条横格,意思是写“你今天做了哪些事”;有时是画只眼睛,意思是写“你今天看到了什么事”;有时画只耳朵,意思是写“你今天听到了什么事”。这样让学生用 Yu Yi teacher once said: “The comprehensive training of students' language ability is not limited to the first class and the second channel has a broader world ....” The external activities of classroom learning are more adolescent than class learning interest. Extracurricular activities to expand the language teaching positions, is to improve students' ability to read and write an effective way. Literacy teaching began, I put the teaching inside and outside the class to read and write training. Such as the classroom wrote a “blanket”, so that students gradually expanded into the following sentences: “My family has a blanket. ” “My family has a color blanket. ” “My family's blanket is × × × × bought. × × × × × bought a blanket in × × really beautiful. ”After class homework, and sometimes draw a hand, then draw a few horizontal grid, meaning Write “What did you do today?”; Sometimes it's just painting eyes, which means writing “What did you see today?”; Sometimes painting only ears, meaning writing “What did you hear today?” . This allows students to use