英语教学中如何提高中学生的英语写作水平

英语教学中如何提高中学生的英语写作水平在目前的英语教学中写，作训练相对薄弱学，生的写作水平不高而，且很多人惧怕写作，存在着“学生说到写作就心烦，教师见到学生的习作就头痛”的现象。针对以上现象，谈一谈我平时的做法：InthepresentEnglishteaching,writingtrainingisrelativelyweak,thestudents'writinglevelisnothigh,andalotofpeopleareafraidofwriting,thereare"studentwhenitcomestowritingisupset,theteacheratthesightofthestudentpaperheadache"phenomenon.Accordingtotheabovephenomenon,totalkaboutmyusualpractice:一、让学生感受生活A,letthestudentfeellife写作难首先难在无话可说、无话可写。写作源于生活，生活才是写作不竭的源泉，因为写作的实质就是用准确适当的文字反映生活。“两耳不闻窗外事”对学生是无益的，教师应该鼓励学生感受生活，咱们不妨要求学生多看、多听、多想，用心体验身旁的人和事，然后将自己的体验和感受用英语写出来。这样，学生既感受了生活，又有了写作的内容。Writingdifficultfirstdifficulttohavenothingtosay,nothingtowrite.Writingfromlife,lifeistheinexhaustiblesourceofwriting,becausetheessenceofthewritingistouseappropriatewordsaccuratelyreflectlife."Twoearnotsmelloutthewindow"isnotgoodforstudents,teachersshouldencouragestudentstoexperiencelife,wemightaswellrequirestudentstoreadmore,listenmore,think,whatpeopleandthingsaroundyou,thenyourexperienceandfeelingstowriteinEnglish.Sothatstudentsfeelthelife,andwiththecontentofthewriting.二、培育语言意识Second,cultivatelanguagesense英汉两种语言承载着不同的文化，两种语言的思维方式也有不同，因此，在写作的进程中要训练学生的英语语言意识和英语思维习惯。教师平时要增强学生的中英思维转化训练，介绍英语国家的文化知识和风俗习惯，帮忙学生克服跨文化交际的障碍。英汉互译是一种培育语言意识的好方式，了解了语言知识及其所承载的文化，学生用英语表达时就可以自觉地克服母语的干扰，避免用汉语思维方式写英语作文。CarryingdifferentculturesinEnglishandChineselanguages,bothlanguages,wayofthinkingalsohasdifference,therefore,intheprocessofwritingtotrainthestudents'EnglishlanguagesenseandEnglishthinkinghabit.Teacherpeacetimetostrengthenthestudents'abilitytothinkinEnglishandtranslatetraining,introducetheculturalknowledgeandcustomsofenglish-speakingcountries,tohelpstudentsovercomeobstaclestocross-culturalcommunication.English-chinesetranslationisagoodwaytocultivatelanguagesense,thelanguageknowledgeandculture,carriedbythestudentstoexpressyourselfinEnglishwhenyoucanconsciouslyovercometheinterferenceofmothertongue,avoidinChinesewayofthinkingtowriteEnglishcomposition.把好造句关Third,lockedgoodsentences在辞汇教学的基础上，要适时进行句子教学。我注重从初一路就培育学生遣辞造句的能力，从训练简单大体句子入手，做到造句与大体句型相结合，造句与语法结合，造句与辞汇教学相结合，并常常听写课文中的好句子。在此基础上，从练习简单句，到练习复合句，然后进行连句成段，组段成篇。Invocabularyteaching,onthebasisoftomakeasentenceteachingtimely.Ipayattentiontotogetherfromthebeginningistocultivatestudents'abilityofphrasing,trainingfromthesimplebasicsentences,sentencescombinedwithbasicsentencepatterns,sentenceandgrammar,tomakeasentencewiththevocabularyteaching,andoftendictatedthegoodsentencesinthetext.Practiceonthisbasis,fromthesimplesentences,compoundsentencestopractice,thenconnectedasentenceintoaparagraph,sectionintoagroup.写作离不开句子，句子离不开单词Fourth,withoutwritingsentences,sentenceswithoutwords辞汇是说话、写作的必需材料，犹如盖屋子需要准备土、木、砖、瓦、石等材料一样。天天坚持让学生听写，并常常听写课文中的好句子，从听写词到听写句子。学生积累必然量的辞汇后，天天坚持让学生用当天所学的重点词或词组造句，并在课上读给大家听，这样不仅可以彼此学习，还能扩大信息量的输入。Vocabularyisanecessaryingredientforspeaking,writing,likebuildingahouseneedtopreparethesoil,wood,brick,tile,stoneandothermaterials.Letthestudentdictationeverydayandoftendictatedthegoodsentencesinthetext,fromdictationwordstosentencedictation.Afteraccumulatingacertainamountofvocabulary,studentseverydayinsistedthatstudentsmakesentenceswiththekeywordsorphraseslearnedintheday,andreadtoyouinclass,thisnotonlycanlearnfromeachother,alsocanenlargetheamountofinformationinput.语言学习需要仿照Fifth,languagelearningneedtoimitate任何语言学习都需要仿照，英语写作也需要仿照，即便有了辞汇、语法等大体语言材料，进行写作时还需要仿照英语的语言习惯。仿照范文能直接提高学生谋篇布局和衔接上下文的能力。Anylanguagelearningneedtoimitate,Englishwritingalsoneedtoimitate,evenwiththebasiclanguagematerials,suchasvocabulary,grammar,writingalsoneedtoimitatethelanguagehabitsoftheEnglish.Imitatingmodelcandirectlyimprovethestudentoverallplanningandtheabilitytoconnectandcontext.教师讲解范文时应该系统分析文章的内容、帮忙学生处置主题句(topicsentence)和其他细节句的关系。主题句直接关系到文章的层次性、连贯性，乃至文章的逻辑性。若是对主题句的处置欠妥，文章的结构和层次就会变得模糊不清，段落的统一性就会受到破坏。帮忙学生分析文章采用的线索，分析开头和结尾的技能，归纳整理好的表达方式和句子结构、分析篇章结构的过渡等方面的写作技能。TeachershouldexplainFanWenshisystemanalysisthecontentofthearticle,tohelpstudentsdealwiththetopicsentence(topicsentence)andotherdetailsoftheotherrelations.Articlesoforganizationisdirectlyrelatedtothetopicsentence,consistency,andeventhelogic.Disapprovedifhandlingofthetopicsentence,thestructureofthearticleandorganizedwillbecomeblurred,aparagraphofunitywillbedamaged.HelpstudentsanalyzethearticleUSEStheclues,analysisthebeginningandendoftechniques,expressionsandsentencestructures,sumsupagoodanalysisofthetextualstructuretransitionofwritingskills.通过背诵、阅读提高写作水平Bysix,reciting,reading,improvethelevelofwriting为了练习和培育学生的写作能力，HDPE土工膜让学生背诵课文是一个行之有效的途径。在背诵课文的基础上，引导学生运用课文中的好句子，进行模拟性写作；要求学生按照所学课文内容，结合自己的学习及生活实际，仿照写作。注意通过阅读提高写作水平，阅读与写作二者之间存在彼此依赖、彼此增进的关系。阅读应该是学习写作的基础和源泉。通过阅读，咱们可以比较全面地了解和掌握词语、句型和篇章结构等知识，从而提高写作的技能和技术。另一方面，写作要求学生用词准确、造句规范、文字连贯，表达思想清楚。语言阅读“输入”(input)量的不断扩大，必然意味着语言“输出”ut)即写的能力的提高。Topracticeandcultivatethestudents'writingability,letthestudentstorecitethetextisaneffectiveway.Inrecitingthetextonthebasisof,guidesthestudenttoutilizethegoodsentencesinthetext,simulatedwriting;Studentslearnedaccordingtothetextcontent,combiningtherealityoftheirownlearningandlife,copywriting.Payattentiontoimprovewritingbyreading,readingandwritingaredependoneachother,promoteeachotherbetweenthetwo.Readingshouldbethebasisandsourceoflearningtowrite.Throughreading,wecanmorecomprehensivelyunderstandandgraspknowledgesuchaswords,sentencepatternanddiscoursestructure,thusimprovethewritingtechniquesandskills.Writing,ontheotherhand,studentsarerequiredtowords,sentences,textcoherenceaccurately,toexpressideasclearly.Languagereading"input"(input)theexpansionofthequantity,inevitablymeansthatthelanguage"output"ut)istheimprovementofwritingability.小组合作Seven,groupcooperation在我的写作教学中，常常采用小组合作来完成一篇短文的形式。具体步骤如下：A.合理分组：按成绩高低搭配4-6人编成一组，让成绩最好的同窗任组长，负责全组的写作活动，具体的分工由组长负责。B.一路审题：写作活动开始前，全组同窗一路审题，明确要点和要求，破壁灵芝孢子粉肯定应利用的人称和时态，同时给出关键词，短语和句型和开头和结尾常常利用的句式，供学生习作时参考。^自由讨论：给足时间，让学生自由讨论，教师行间巡视指导，学生自查找出文章中的语法错误并更正，接下来同桌互查，找出问题的同时彼此学习扬长避短。这样组内不同成员都能发挥自己的优势，同时又给写作困难的同窗减少压力。D作文展示：学生习作完成以后，教师选一篇展示给学生，发挥全班的智慧为这篇文章找错，然后教师点评并补充。这样可使学生们在完成。自己习作的同时，欣赏到他人的习作功效，博采众长。Inmyteachingofwriting,oftentakestheformofteamcooperationtocompleteashortessay.Specificstepsareasfollows:a.reasonablegrouping:accordingtothescoreheightcollocation4-6peopleinAgroup,makebestclassmatecoalesced,responsibleforallwritingactivity,theteamleaderisresponsibleforthespecificdivisionoflabor.B.commontopic:writingactivitiesbeforethestartofthewholegrouptogetherthetopic,aclearkeypointsandrequirements,determinethepersonandtenseshouldbeused,andkeywords,phrasesandsentencepatternandsentence,thebeginningandendarecommonlyusedasareferenceforthestudentassignments.C.brainstorming:giveenoughtime,letthestudentsfreediscussion,theteacherleadingtourguide,studentsselfcheckingtofindoutthegrammaticalerrorsinthearticleandcorrect,thenextneighborpeerreview,findouttheproblematthesametimelearnfromeachother.Sothatdifferentmembersinthegroupcanplaytotheiradvantages,atthesametimetowritingdifficultstudentsreducestress.Dcompositionshows:aftercompletionofstudentwork,teachersshowstudentschooseanarticle,usethewisdomofthewholeclasstothearticle,wedandteachercommentsonadding.Sothatwecanmakethestudentsincomplete.Yourassignmentsatthesametime,theprojectachievementsandinpeople.课外练笔Eight,extracurricularpracticingwriting课外练笔是课堂写作训练最有利的补充，因为课堂时间有限，仅靠写作训练培育学生的写作能力是远远不够的，泰山奇石学生必需进行大量的写作练习才能掌握而且灵活运用各类写作技术，而且写作技术只有在不断写作的进程中才能慢慢取得提高和完善。Practicingwritingafterclassisthemostbeneficialcomplementclassroomwriting,becauseclasstimeislimited,onlybywritingtrainingtocultivatethestudents'writingabilityisnotenough,thestudentsmustdoalotofwritingpracticetomasterandflexibleuseofvariouswritingskills,andwritingskillsisonlyintheprocessofwritingcanbegraduallyimprovedandperfected.总之，写作是一种综合能力的训练，是对语言知识的综合运用，对学生写作能力的培育，它贯穿教学活动的全进程