As the saying goes, "A journey of a thousand miles begins with a single step". The formation of English written expression ability is not a day's work, nor a week or two. We must start from the usual classroom teaching bit by bit, persevere, drip through the stone, and finally solve the problem of written English expression.
English classes in senior high schools focus on text teaching. Combining with text teaching, grasping the difficulty and key of students' written English expression-the change of semantic comparison grammar form of predicate verbs and carrying out basic writing training in various forms is one of the main means to cultivate students' written English expression ability. The specific methods are as follows: ① Text vocabulary teaching is not limited to the recitation of texts, but combined with English word formation, comparison of synonyms and antonyms, and the difference between countable and uncountable meanings of nouns, so as to strengthen students' understanding of the changes of English word forms, expand their vocabulary, encourage students to make sentences orally and in writing, and cultivate students' ability to express their meanings in complete sentences. (2) The process of text teaching alternates between reading, writing, listening and speaking. Generally speaking, listening and speaking come first, and reading and writing come last. For the training of listening, speaking, reading and writing, we should pay attention to the appropriate changes and overall systematicness of the language forms of the material content and the text content. Taking the questioning of the text content as an example, the word structure used by the teacher is related to the text content, but it should be appropriately different from the words used in the text language, so that students can understand it with a little thinking, which is helpful for students to understand similar English expressions of the same meaning, accumulate materials, and unconsciously understand and master more English sentence expressions. (3) Guide students to write short sentences and short sentences in detail, and help students master the structural changes of commonly used English verb sentences, with the similarities and differences between simple sentences and complex sentences as the focus. Verbs with high frequency and varied structures in English, such as Wishhopeexpect, should be practiced repeatedly in different forms to help students master the sentence structure and meaning differences of commonly used verbs, and gradually establish their confidence and habit of making sentences in English. (4) sometimes combined with the text, sometimes supplemented by materials, guide students to complete the essay or fill in words in various forms by rewriting, abbreviation or hyphenation.
However, the above-mentioned writing training guidance in English text teaching does not solve all the problems of English written expression. This process is mainly to master the changes of English verbs and simple and complex sentences, and to carry out less but precise basic training of English written expression. In order to cultivate students' solid written language skills, extensive and mixed English reading is needed.
Second, get ready to go
"Reading is like breaking thousands of volumes, and writing is like a god." This sentence vividly illustrates the relationship between written expression and extensive reading. StephenKrashen, an American, is a world-famous foreign language teacher. In his masterpiece "The Power of Reading-Insights from Research" published in 1993, he pointed out that people who read more foreign language books have better reading and writing abilities than those who read less. ② There is a positive correlation between second language reading and language acquisition. It shows that correctly guiding students to read is the only effective way to solve vocabulary and improve the second language quickly. Reading and writing are like input and output. Without enough input and absorption, it is impossible to have a large number of outputs.
High school students have limited vocabulary and heavy homework burden. Therefore, English reading must be considered, the difficulty should be appropriate, and try not to add extra burden to them. After comparison and selection, the English Extensive Reading Course for Senior High School published by Provincial University Press is adopted as the main course, supplemented by the national publication English Pictorial for Senior High School, the national middle school students' newspaper and the English tutoring newspaper. This kind of reading material has a wide range of contents, vivid language, diverse genres and appropriate articles, which are very popular among students. The schedule is usually completed by self-study in the morning, and the reading volume is 50 to 100 words per minute. There are two classes in Senior Three, which are specially designed for students to read English magazines and newspapers for free. Teachers give individual guidance and answer questions. Generally, after two or three semesters of persistent reading, students will feel that the basic meanings and situations of commonly used English words have been greatly improved. The structure and transformation of verbs are also familiar and familiar. In fact, students have unconsciously completed the arduous task of consolidating and strengthening English vocabulary and accumulated the necessary words, sentences and background materials for written expression in English. Whether students are enthusiastic about English reading and have a great understanding and absorption of language materials, if they read with the attitude of completing the teacher's homework, there may be a phenomenon that monks read the scriptures unintentionally, read in front and forget behind. Therefore, it is not enough to choose suitable and interesting reading materials and arrange some time for students. Teachers should try their best to actively stimulate students' interest in learning a foreign language, enhance their self-confidence in learning a foreign language, and form a good habit of reading foreign language materials correctly. The basic practice is to often let students understand and successfully complete English reading questions with appropriate difficulty in front of classmates, and teachers should encourage them in time.
Third, an overview.
On the comprehensive training of English written expression is relatively time-saving and effective. Especially the graduating class of senior three has a short time and a large amount of review, which is even more so. The "syllabus" here refers to the important grammatical concepts that students are required to master in the syllabus and syllabus, as well as the different styles and requirements of written expression. The "collar" here means that the training process of written expression should be oral training first, then written training, throughout.
According to the outline and the various written expressions required by the outline, special writing training guidance is given in the process of senior three English general review, with clear purpose and easy arrangement; Strong pertinence and easy induction. For each special project, combined with the style, oral writing before written writing training can enable students to communicate with each other, learn from each other's strengths and brainstorm.
Better grasp the multiple expressions and different coherent combinations of the same topic and style. It is also conducive to enhancing the confidence and accuracy of students' written expression and reducing unnecessary simple mistakes. In fact, it is equivalent to more than two times of discourse expression training on a topic and a style, which has played an invisible role in consolidating and strengthening. Taking the outline and the notice of writing style required by the outline as an example, this paper explains how to carry out the writing training of general review: ① Compare the format and sentence characteristics of oral notice and written notice of the same content with projector. (2) Ask students to orally repeat two notices with the same content. (3) The teacher provides another content and necessary words required by the notice. (4) Students should prepare personal speeches, and oral notice requires that similar contents be expressed in different English sentence structures and word orders as much as possible. ⑤ Teachers' organizations compare the similarities, differences and functions of different structures and word orders in students' oral expression. ⑥ Summarize all kinds of opening remarks commonly used in oral and written notices; Verb structure of intermediate content; Rhetoric and basic format of ending requirements. ⑦ Arrange the written practice of oral written notice. Take back the exercises, correct them immediately, and exchange distinctive or basically correct notices written by students in class. 9. Translate the common sentence patterns at the beginning, middle and end of the review notice collectively or individually. The above concrete steps are the basic procedures for students to train written expression, from which we can roughly see how an outline trains written expression.
First of all, the power of perseverance
As the saying goes, "A journey of a thousand miles begins with a single step". The formation of English written expression ability cannot be achieved overnight, nor can it be achieved in a week or two months. We must grasp it bit by bit from the usual classroom teaching, persevere and persevere, and it is possible to finally solve the problem of English written expression.
English classes in senior high schools focus on text teaching. Combining with text teaching, it is one of the main methods to cultivate students' written English expression ability by grasping the difficulties of students' written English expression and An Ge, the semantic comparative grammar form of predicate verbs, and adopting various forms to carry out basic writing training. The specific approach is: (1) Text vocabulary teaching is not limited to the declaration of chapters according to the text, but combined with English word formation, synonymous antonym comparison, and the difference between countable and uncountable meanings of nouns, so as to strengthen students' understanding of the changes of English word forms, expand their vocabulary, and encourage them to make sentences orally, so as to cultivate students' ability to express their meaning with complete sentences. (2) Reading, writing, listening and speaking take turns in the process of text teaching. Generally, listen first and then read and write. For writing training, listening, speaking, reading and writing should pay attention to the language form of material content and text content with appropriate changes and overall system characteristics. Taking the inquiry of text content as an example, the word structure used by teachers is related to the text content, while the words used are appropriately different from the text language, so that students can understand it with a little thinking, contribute labor and materials to students' various approximate English expressions, accumulate materials, and unconsciously understand and master more English. (3) Guide students to write long poems and short sentences on the text content, and practice writing skills in short sentences in detail, so as to help students master the structural changes of commonly used verb sentences in English and the similarities and differences between sentences and complex sentences. Commonly used English verbs with high frequency and varied structures, such as W I s h h o p e e x p e c t, should be practiced repeatedly in different forms to help students master the sentence structure and meaning differences of commonly used verbs, and gradually gain the confidence and habit of making sentences in English psychologically. (4) sometimes combined with the text, sometimes supplemented by other materials, using various forms to guide students to rewrite, abbreviate or contact to complete the essay or complete the essay.
However, the above writing training in English text teaching does not completely solve the problem of English written expression. This process is mainly to grasp the changes of English verbs and single verbs and carry out basic training of English written expression. In order to cultivate students' solid language written expression ability, extensive and varied English reading is needed.
Second,
"Reading is like breaking thousands of volumes, and writing is as bright as writing". This speech vividly shows the relationship between written expression and extensive reading. American scientist S.T.P.H.E.N.K.R.A.S.H.E.N., a world-renowned foreign language teacher, wrote in his 1 The center of "P.O.W.R.E.A.D.I.N.S.I.G.H.T.F.R.O.M.T.H.E.R.E.E.A.R.C.H" published in 993 points out that It shows that correctly guiding students to read is an effective way to solve vocabulary and improve the second language quickly. Learning and writing are like input and output. Without enough input and absorption, there can be no large amount of output.
Senior high school students have a limited vocabulary and a heavy workload of homework. English reading should be considered with moderate difficulty, so try not to add extra burden to them in time. After comparison and selection, the comprehensive reading course for senior high school English published by provincial university press, the national publication English Journal for senior high school, the report for middle school students and the English auxiliary guide published by the state are adopted. Newspaper "as an aid. This kind of reading material has a wide range of contents, vivid language, diverse styles and appropriate article length, which is very popular among students. Time arrangement is usually done by the time limit of self-study in the morning. With the reading volume of 50 to 100 words per minute, the third grade students are allowed to read English magazines and publications freely for two classes every week, and the teachers give specific guidance to explain the problems. Students will feel that the basic meanings and situations of common English words have been greatly improved by sticking to the general reading process for two to three semesters. The structure and transformation of verbs are also familiar and used to. In fact, students unconsciously take pleasure in completing the arduous task of consolidating English vocabulary, and have accumulated necessary materials on words, sentence patterns and background for written expression in English. Whether students are active and enthusiastic in English reading, their understanding and absorption of language materials is huge. If they study with the attitude of completing teachers' homework, there may be a phenomenon that there are too many people to read before and forget about the light behind. Therefore, it is not enough to choose suitable and interesting reading materials and arrange a certain time for students. Teachers should find ways to stimulate and cultivate students' interest in learning foreign languages actively in the process of guiding students to read, enhance students' self-confidence in learning foreign languages, and form a good habit of reading foreign language materials correctly. The key approach is to often let students understand individually in front of their classmates and successfully complete English reading problems with appropriate difficulties, and teachers should encourage them in time.
Third, focus on the main points.
It is relatively time-saving and effective to focus on the main points in the comprehensive training of English written expression. In particular, the graduating class of senior three has a tight time and a large amount of review, which is even more so. The "outline" here refers to the important grammatical concepts that students have mastered and the teaching outlines and outlines of various styles and requirements expressed in writing. The "collar" here means that the training process of written expression needs oral training first, then writing skills training, throughout.
In the order of all kinds of written expressions required by the enlarged outline of the examination, special writing training guidance is given in the process of the general review of senior three English, with clear purpose and easy arrangement; Strong pertinence, easy to induce. Each has its own characteristics, combined with style, oral training first, and then written skills training, which can enable students to communicate with each other, learn from each other's strengths and learn from others' strengths.
Better grasp the same theme, style, multiple expressions and different cohesive combinations. It is also conducive to enhancing the confidence and accuracy of students' written expression and reducing unnecessary simple mistakes. In fact, it is better than training a topic and style in language expression for more than two times, which plays a subtle role in consolidating and strengthening. Taking the matters needing attention in stylistic writing required by the examination syllabus and procedures as an example, this paper explains how to carry out the writing training of general review: (1) Use the projector to print the oral notice and the written notice with the same content to compare their forms and sentence patterns. (2) Ask students to repeat two kinds of notices with the same content orally. (3) The teacher provides another content, attention requirements and necessary words. (4) Students should prepare individual speeches, and pay attention to using different English sentence structures and word orders to express similar contents. (5) Teachers organize and compare the similarities and differences and effects of different structures and word orders in students' oral expressions. (6) Summarize oral and writing skills, and pay attention to all kinds of commonly used opening remarks; Middle content verb structure; End polite conversations and basic forms. (7) Arrange oral writing skills and pay attention to written practice. (8) Take back the exercises, modify them immediately, and communicate with the students to write distinctive or basically correct precautions in class. (9) Collective or individual translators pay attention to the common sentence patterns at the beginning, middle and end. The above specific steps are the main procedures used by students in writing expression training, from which we can see how written expression focuses on the main points for training.