Everyone must have been exposed to papers in various fields. A thesis is an article to discuss or study some problems. Do you know how to write a paper correctly? The following is a strategy paper on cultivating junior high school English writing ability that I compiled for you. Welcome to share.
English writing ability is the embodiment of English comprehensive ability. The new curriculum standard puts forward higher requirements for writing ability, and writing has become one of the important means to test English comprehensive ability. With the increasing proportion of English writing in senior high school entrance examination in recent years, how to cultivate and improve junior high school students' English writing ability in teaching has become a new topic in junior high school English teaching.
Keywords: junior high school English writing
English written expression is an important task in junior high school English teaching. It is a comprehensive examination of students' basic language knowledge, language organization ability and writing ability, and its score occupies a considerable proportion in the senior high school entrance examination paper. However, at present, the written expression of junior middle school English is relatively backward, and the students' writing level has not improved much. This requires students not only to master a solid basic knowledge of English, but also to pay attention to the use and communication of language, and at the same time to pay attention to standardized and neat writing. Therefore, as English teachers, we must remind students to accumulate English vocabulary in our usual English teaching and consciously let them gradually accept the thinking mode of English expression. Over time, students can write authentic English, and gradually strengthen and improve, and finally meet the requirements. Therefore, this paper only discusses how to cultivate and improve students' writing ability in order to find an effective way to solve the problem.
First, cultivate language sense and lay a solid foundation.
1. Junior high school students are in the primary stage of learning English, and their perception of language is extremely limited. Therefore, when I play recorded materials to students in classroom teaching, in addition to playing dialogues and paragraphs about the text, students can also imitate authentic pronunciation and intonation to cultivate language sense and flow. Besides, I also organize an "English corner" and an "English interest group" after class, and listen to short plays on the radio.
2. In the process of classroom teaching, teachers should adhere to the teaching principle of "using English as much as possible and using mother tongue appropriately" to reduce students' dependence on mother tongue and the negative transfer of mother tongue to English teaching. In the process of teaching, I try to teach in English. In order to make beginners understand and understand what I said, I use some body language appropriately so that they can imitate it better. Stimulating students' audio-visual perception can effectively improve students' English understanding ability and help cultivate students' habit of using English thinking.
3. Classroom dictation training is also an effective way to cultivate students' writing ability. My method is from easy to difficult, first dictation words, phrases and sentences, and finally input dictation paragraphs and texts. The whole junior high school three years is such a step by step, from shallow to deep. The speed of dictation is also from slow to fast. I will read the words in the sentence continuously and consciously train the students' listening. Dictation practice can not only cultivate students' language sense, listening and memory ability, but also cultivate students' writing ability.
Second, reasonable sentence-making and paragraph practice.
Basic sentence patterns and their extensions are essential for training writing, but to express coherent ideas, it is not enough to have chaotic sentences, but also to combine sentences organically. Whether describing, describing or explaining, we should choose the most effective, understandable and expressive way to combine paragraphs, so as to say what first, then what, step by step. In this way, the use of transitional words and conjunctions is particularly important. I help students sort out some commonly used related words: first, second, first, last, and, ideas, and, not only ... but, that ... so that, for, as a result, so that, of course, in fact, in a word, finally and so on. With the addition of these related words, the expression is more natural and smooth.
Third, use the classic sentences suitable for the outline and combine the requirements of exercises to complete the writing task well.
After students have mastered certain vocabulary and formed the basic ability of choosing words and making sentences, it is entirely possible to complete a composition with low requirements. Junior high school English writing generally only needs about 80 words, that is, eight to nine sentences. In addition, there are key points in the exercises, and it is not very difficult for students to complete them. In the usual training, if the periodic topics are trained repeatedly and formally, so that students can master the writing outline and related key sentence patterns, their writing ability will be greatly improved. Take the last semester of Grade 8 as an example: the textbook is divided into two modules and six units: "Youth Life" and "Nature and Environment", involving six themes: friends, school life, a day trip, wild animals, birdwatchers and natural disasters. It is impossible for teachers to ask students to write compositions on these six topics at the beginning of the semester. A more effective way is to teach students how to write a composition with this unit as the topic after learning this unit. When learning Unit 2, students are required to write the composition of the previous unit independently every two days. When learning Unit 3 in this way, students should practice Unit 1 and Unit 2 every other day. Over and over again, as long as the teacher has the perseverance to ask students to write and give them an improved evaluation of what they have written, by the end of the semester, when they have finished the last unit, the students have written the topics of the previous unit many times. What kind of student can't write an English exercise with only a few dozen words? Some model essays in our English textbooks have hundreds of words. We don't ask students to write so much, just ask them to learn some classic sentences. They can apply these sentences to similar exercises that they may encounter in the exam. Of course, it is also very important to grasp the outline of each topic and use the learned sentences to organize the language according to different parts of the topic, so as to complete the writing. For example, when writing the title of Friends, we should grasp the outline of appearance, personality and ability. When writing my ideal school, we should master the outline of school time, school lunch, subjects, facilities and extracurricular activities. Of course, remember the key sentence patterns corresponding to the outline. Students will definitely remember it after writing it many times, such as the sentence describing extracurricular activities: there are many clubs and extracurricular activities. We only have half an hour's homework to do every day. Students who write once more will be impressed and will certainly remember.
In short, the cultivation and improvement of writing is not isolated and single, but can be achieved through training. Listening, speaking, reading and writing are interdependent and mutually reinforcing. Cultivating English writing ability requires simultaneous listening, speaking, reading and writing training. Only by continuous comprehensive training and perseverance in the usual teaching activities can students' cooperative ability be effectively cultivated and improved.
References:
[1] English curriculum standard [M].
[2] Research on English Teaching in Primary and Secondary Schools [M].
[3] Task-based teaching method [M].
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