Based on the analysis of junior high school students' English writing level, this paper focuses on four methods to improve junior high school students' English writing ability.
Keywords: junior high school English writing ability method training
Written expression is the most powerful embodiment of students' language output ability and application ability. It requires students to use correct grammar, proper vocabulary and reasonable sentence structure to express their ideas clearly and coherently. According to the survey, students often make the following mistakes in writing: too many grammatical mistakes, inappropriate language, incoherent articles, loose structure, monotonous expression and so on. Therefore, the key to improve students' writing ability is to improve their language output and language application ability. Through writing training, students can master language, vocabulary, grammar and other knowledge more accurately, increase their interest in learning, establish their confidence in learning, and cultivate rich imagination, logical thinking ability and language organization ability. Therefore, in junior high school teaching thesis "target =" _ blank "> In English teaching, we must attach importance to writing training, let students learn and master English writing skills and methods, and write simple and practical narratives in English, so as to lay a good foundation for students to learn English in senior high school. Language skills are the comprehensive application ability of listening, speaking, reading and writing skills, in which listening and reading are the process of understanding skills and information input; Speaking and writing are expressive abilities, that is, the process of information output. To cultivate students' writing ability, first of all, students are required to have a reserve, that is, to accumulate a large number of words, phrases, fixed collocations, idioms or sentences, and organize the information in their brains, build a framework, choose words and make sentences, and then integrate them into articles. After years of teaching practice, the author believes that to improve students' English writing ability, we should start from the following aspects.
First, building confidence is the premise of improving writing ability. Teachers should do a good job in students' ideological work, help students eliminate anxiety, help students overcome fear, seize some favorable opportunities, and enlighten and guide them in time. It is inevitable for students to use wrong sentence patterns, phrases or tenses in their writing. Teachers should not severely criticize them, but should encourage students to be full of confidence, establish a good writing mentality and happily devote themselves to English writing.
Second, strengthening listening and speaking training is the guarantee to improve writing ability. Speaking and writing belong to the skills of expression and output, have the same cognitive psychological process, and are the products of positive thinking of the brain. "Speaking" is done through the pronunciation system, while writing is done through text symbols. When a person is unable to express his thoughts, it will be difficult for him to write these things. Therefore, teachers must attach importance to cultivating students' listening and speaking ability. In class, teachers must ask students to listen to the teacher's English carefully, then let them imitate the teacher and finally speak English boldly. When practicing oral English among students, teachers should also ask students to listen carefully to their classmates and encourage them to take part in oral English training boldly. After class, students are required to listen to tapes every day and read English with tapes to improve their listening and speaking ability and lay a good foundation for improving their writing ability.
Third, extensive reading is the basis of improving writing ability. Reading is an understanding skill and a process of information input. Reading a large number of articles helps students accumulate English vocabulary and sentence patterns, and enables them to understand how these vocabulary and sentence patterns are used in articles. In this way, students can learn from these words and sentence patterns when writing, adding color to their articles.
Fourth, writing more and practicing more is the key to improving writing ability. Teachers should always give students written learning tasks to improve their writing ability. There are many written expressions for training students, which can generally be used in the following ways: 1. Dictation. Students are often assigned the following dictation tasks, such as dictating words, phrases, sentences or essays that students are required to master. This can not only cultivate students' listening ability, but also cultivate their writing ability.
2. make sentences. Students are required to remember the key words, phrases or sentence patterns in the textbook on the basis of understanding, so as to make sentences with words, phrases or sentence patterns by analogy, achieve the purpose of applying what they have learned, use the language points in the textbook for study and life, and improve students' writing ability.
3. Duty report. Starting from the second half of the first volume of senior one, students are required to practice writing on the topic of "me" or "M yfriend". Every time you learn a new sentence pattern, ask students to introduce themselves and their friends in writing in the singular form of the first person and the third person according to their own situation. After each class, ask one student to talk about himself or their friends (not in text form), ask the rest of the students to listen carefully to their classmates' duty report and answer the teacher's questions about what their classmates said. In this way, through the comprehensive learning activities of students' listening, speaking and writing, students' listening, speaking and writing ability can be cultivated, which can not only accumulate a large number of language sentences, exercise oral English and listening, but also improve their writing ability.
4. Imitation, rewriting, abbreviation or continuation of the text. Because students' English vocabulary is quite limited, they feel that they can't write when they write, and even if they do, they will make many mistakes. Therefore, allowing students to imitate high-quality model essays in textbooks can not only deepen students' understanding and application of vocabulary, but also enable students to explore the correct expression of English in the process of imitation and avoid the phenomenon of patchwork.
The research shows that learning grammar is helpful to provide foreign language learners with learning effects, and correct grammar forms and their application methods are necessary to promote language communication. In junior high school, teachers can start by guiding students to pay attention to grammatical forms, so that students can deepen their study and understanding of the text content. Through rewriting training, students are given a lot of language input, so that students can perceive and accumulate certain language expressions and form a correct language system. For example, the textbook Go forit for grade seven requires students to rewrite Unit 1 1, Section 3A, which is a short article introducing Scott's daily schedule, and the focus of learning is on the use of verbs in the third person singular subject. After learning this short passage, students can write down their daily life according to their daily schedule, and then show their compositions, so that students can have a deeper understanding of the correct usage of verbs when different people are called subjects in the same tense. In teaching, we often meet some stories with strong plots. Teachers can sort out some key words that run through the whole text when telling stories, and then let students practice abbreviation according to these words. Abbreviation is a process in which students highly concentrate and internalize what they have learned. Abbreviation is not a simple rewriting, but a re-creation of existing articles. For example, after reading the article after the ninth grade Unit 9 in Goforit textbook, students can provide some phrases for students to abbreviate this article and write how Jam esNaism ith invented basketball in active voice. In this way, through the guidance of the teacher, students are not only familiar with the textbook, but also know the author. In addition, teachers can also assign some homework, so that students can continue to write short articles, thus developing students' thinking and improving their writing ability. Continuing writing is a process in which students grasp and understand the overall structure of the article, use their knowledge and ability, give full play to their imagination, and creatively design the ending of the article or the fate of the characters. For example, in the textbook Goforit, Unit 8, Grade 9, students can write an article that Sally wants to be a professional singer according to the phrases provided in the book, and then ask students to continue writing about what happened to her after assuming that Sally succeeded in becoming a professional singer through her own efforts.
5. Students can write freely. Give students free space, let them use the language knowledge they have learned, write some stories or describe people they are familiar with or record some personal experiences. And let them freely show themselves, stimulate students' interest in English writing and improve their writing ability.
In a word, English writing is a written expression of students' comprehensive ability to use English, and it is a complex and repeated process. Students' writing ability cannot be achieved overnight. The cultivation of writing ability must be combined with the training of listening, speaking and reading skills in order to better reflect the communicative nature of language. When cultivating writing ability, we should strengthen process guidance, start with interest, develop students' language application ability, stimulate students' writing confidence, and make students dare to write and be willing to write.
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