Written expression is a way of writing and an important part of English communication. The requirement of junior high school for English writing is actually "guiding writing". By providing scenes (words, pictures and tables), it allows students to describe things or events in the English language they have learned and express certain ideas, so as to achieve and test their practical application ability of the English language knowledge they have learned. Objectively speaking, written expression has always been a difficult point in our English teaching, and it is also a difficult point for students to take exams.
According to the sampling survey of English test papers in senior high school entrance examination last year, English writing is the weakest item, with an average score of only 4.7 (full mark 12). The reasons are as follows: firstly, students have little time for writing exercises; Second, teachers usually lack systematic guidance on students' writing knowledge. (such as how to use words, sentences, paragraphs, articles, etc. These reasons have caused students to write blindly from the beginning and are unwilling to write. A vicious circle of being afraid of writing until finally refusing to write. In view of this phenomenon, I have carried out classroom practice on how to improve students' writing ability in the teaching process. Teachers aim to talk with students about their familiar topic "making friends", search for news about friends in students' minds, and get some information about netizens by reading two advertisements of netizens, so as to guide how to write emails and achieve the purpose of writing letters to netizens.
Second, the teaching process.
1. Warm-up activities: Listen to an English song: "The more we get together, the happier we will be." The purpose is to enliven the atmosphere and prepare for today's topic.
2. Revision
(1) Brainstorming method, let students come up with some words, phrases and sentences related to friends. The purpose is to activate things related to writing topics in students' minds to make friends, such as ideas, concepts and images, which can be used as a reference when choosing things with writing value and significance in the drafting stage. ]
Introduce your friends (in groups of four) according to the tips given below. (1) Name and age. (2) Where does he/she come from? (3) What is he? Who is his/her friend? 5. Appearance (appearance) (6) Personality (6) His/her dream (8) ...
3. How can you know your friends if you have met them for a long time by asking questions? There are many ways to contact friends, but one of the best ways is to send them an email. Do you know why? Transition the material of today's topic, read two e-pal advertisements quickly and find out the answer.
4. When reading, I read two advertisements, and found that Mary and Jack had completed the form, name, age, hobbies, looks and personality, and email added wishes. Where is she …
5. Instruct the students to discuss after reading: Do you prefer to make friends with Mary or Jack? Why? When most students hold a positive view, think further. What will you write in your email to them? Pave the way for the following factual writing.
6. One side-write. Teaching students how to use e-mail format correctly and providing some wonderful sentences about friends and friendship can provide students with writing materials.
7. Post-writing. Provide writing standards
Students are required to modify their emails according to this standard.
1. Are tenses (tenses), spelling (spelling), punctuation (standard) and capitalization (capital letters) used correctly?
2. Is your email complete?
3. Is your email coherent?
4. Can you describe yourself briefly?
5. Are there any complicated sentences in your email?
The purpose is to help them improve the language accuracy in written expression and improve students' ability to solve problems through independent thinking.
8. Share writing.
Comment on the works of two students, selected from the compositions of a well-grounded classmate and an average-grounded classmate. According to the above writing standards, the teacher made a detailed comment on the text structure and syntactic function of the two exercises. The purpose is to make students try their best to understand the teacher's comments on the article, cultivate students' ability to choose words and use words, and guide students to imitate the Excellence of the article.
Third, the highlights of this class.
As far as the class is concerned, it is undoubtedly a cheering class. No matter from the enthusiasm of students to participate in classroom practice, or from the achievements displayed after students successfully completed the tasks assigned by the teacher, they all left an impression on the teachers. And personally, I think there are two wonderful clips worth sharing with my peers. use
Brainstorming cultivates students' autonomous learning ability in English writing. Brainstorming is a common teaching skill in foreign language teaching, which can be directly rated as "brainstorming method", that is, a learning method that allows all participants to exchange ideas freely in a free, happy and free atmosphere through small meetings, thus inducing collective wisdom and stimulating learners' creativity and inspiration. In the pre-writing stage of English class, the application of brainstorming plays a positive role in promoting students' autonomous learning and developing their writing ability.
The application of brainstorming in the writing class of this class.
1. Brainstorm around the topic "Friends and Friendship". Teachers use web spiders to write words, phrases and sentences that students can think of on one side of the blackboard. Friends and friendship combined with students' thinking suddenly opened. The following are the words and phrases presented by the students after discussion: good friends, boy friends, girl friends, pen pals, friends are very important, my friends are very handy/ugly, I want to make friends with you, and friends in need are friends index ... At this stage, teachers guide and encourage students to actively participate in the discussion. Every student's speech should be written on the blackboard. A student who expresses "a friend in need is a true friend" in English is allowed to speak Chinese first, and then ask the whole class or teacher for help.
2. When students finish reading carefully, focus on the theme: write an email to a netizen. Teachers guide them through two questions. Do you prefer to write emails to Mary or Jack? Why? ② What will you write in your email? Let the students engage in group activities, inspire each other, clarify and organize their ideas, and express them orally in English. I show the results of students' discussion in the form of projection. I want to make friends with Jack, because I also like playing basketball. I want to make friends with Mary because she is a girl. I want to make friends with Jack, because I can visit his country. I want to make friends with Jack, because he is smart ... As for the second one.
The more students think about this question: I will tell him/her about my family, my hobbies, my interests, my good friends, my hometown, my study, my teacher, my dreams, my QQ number and my phone number, my school … The following is a short essay written by a student after brainstorming. Dear Mary, my name is Bo Gu. I am a girl of 14 years old.
Fourth, reflection and evaluation.
Writing is a training process from shallow to deep, from easy to difficult, from simple to complex, and problems in any link will affect the cultivation of students' writing ability. Therefore, blind training is often useless, and we must pay great attention to methods and skills at ordinary times.
1 Pay attention to the combination of various training methods. Combine with the task. Writing with purpose can often better arouse students' enthusiasm, so when cultivating students' ability in this respect, we should try our best to combine with various teaching tasks instead of simply arranging a composition. There are a series of tasks running through this writing class: Activities 1: Write some words, phrases and sentences about friends and friendship. Activity 2: Please introduce your friends to us. Activity 3: Read two advertisements. . Get to know Mary and Jack Activity 4: Write an email to Mary or Jack and organize various group activities. In the new century, we attach great importance to cultivating students' cooperative spirit, and group activities are the shortcut to cultivate their cooperative spirit. In this writing class, two-person group activities and four-person group activities are adopted before writing, so as to organize students to complete the tasks put forward by teachers in group activities, reduce their difficulty, and make students with good foundation get higher promotion in writing. Students with poor foundation can also have substance in speech, inspire each other and improve together. Such as the collection of information, the grasp of key materials, and the revision of the article after completion.
2 Usually pay attention to the cultivation of problem-solving skills:
1. Ready
(1) Carefully examine the questions and specify the requirements. List the information provided by the topic and then analyze it carefully. After reviewing the meaning of the topic, list all the requirements in order and level.
2. Stick to the essentials and seek ideas. Draw up an outline, determine the beginning in time, space or logical order, then carefully choose words and make sentences around this order, and work out how to end (you can express your views appropriately).
Step 2 write
1. Cut to the chase and stick to the topic. If you write a diary about visiting the farm, you can directly use "We visited Xishan Farm last Sunday" to explain the time and place. . If you write a holiday, you can start with "We had a good holiday in Schwab last Sunday". And so on.
(2) The language is correct and authentic. Try to use the most familiar and confident sentence patterns and structures you have learned, and try to avoid Chinglish. We should form the good habit of using symbols correctly and avoid using the wrong method in the end (I spent 10 yuan to buy this book. He goes to school by bike. )
3. Being short and light, it is easy to take refuge. Pay more attention to short sentences and less attention to long sentences. When writing short sentences, we should start with simple sentences, namely "subject (who), predicate (do/yes) and object/predicate (what). You should try to write your most confident and familiar sentences, avoid writing long sentences, and write correctly and fluently as the most basic requirement. It's easy to take refuge-use more simple sentences than complex ones. Write simple sentences first and then gradually transition to more complex sentences, such as clauses guided by conjunctions such as when and before. The longer the whole sentence, the greater the possibility of making mistakes.
3. Encourage students to learn to modify their homework after writing.
(1) Check general grammar items-person, tense, singular and plural, idioms, etc. These are all very important in English. Even if you seem to understand them completely in reading, you often make mistakes in writing practice.
2. Pay attention to word order-interrogative sentences, exclamatory sentences and object clauses in English are all formed and embodied through the change of word order. If you don't pay attention, there will be mistakes and confusion in meaning.
(3) Conformity-English-speaking countries have their own national culture, customs, emotions, ways of thinking and living habits. Influenced by the thinking mode of mother tongue, we should avoid the interference of mother tongue and pay attention to authentic language expression in writing practice. For example, in Chinese, "I am very busy at work." You can't express in English that my work is busy, but you should say that I am busy. For another example, some students will say "I like it very much" when expressing the commonly used "I like it very much", and the correct expression should be "I like it very much."
(4). The writing is standard and the roll surface is neat. The surface of the paper is untidy, so people can't see what you wrote clearly. It may be improper handling. So when writing, if time permits, make a draft first, and then copy it clearly after revision.
In a word, as long as we pay attention to it ideologically and train properly, after a year of continuous and effective training in junior high school, we will certainly be able to meet the requirements in the curriculum standard, thus laying a solid foundation for students to learn English well and achieving satisfactory results in the senior high school entrance examination.
Teaching design of junior middle school English writing course 2 I. Teaching objectives:
1, knowledge target:
(1) vocabulary: permission, driving, puncture, driver, license, stupidity, earrings, substitution, etc.
(2) Sentence pattern: I think students should be allowed to go out with friends.
I agree. /I disagree.
Do you think sixteen-year-olds should be allowed to work at night? (P 19) No, I don't think so.
2. Ability goal: use modal verbs and passive voice structures containing modal verbs correctly to express your views and opinions on things.
3. Emotion, attitude and values: through discussions in schools or other systems, students are trained to judge right and wrong by themselves. As a student, we should know what to do and what not to do, and at the same time, we should have a strong sense of judgment and justice for some social unhealthy phenomena.
Second, the teaching focus:
1. What kind of structure should be allowed to talk about various rules and regulations?
2. Express agreement and disagreement.
Teaching difficulty: passive voice structure should be allowed to be done with modal verbs.
Fourth, the design of teaching process: the design intention of teaching content of teaching activities.
Step 1. warm up
1 Ask the students, "Who bought you a T-shirt?" Ask the students who buy clothes by talking to them. Ask the rest of the students: who will buy their own clothes? Such activities can enable students to learn and master knowledge in a relaxed and lively atmosphere.
2. Show some pictures by projection. The students work in groups of four. Talk about what they can and can't do at home with "can do" and "can't do". Introduce new knowledge through the content that students are interested in; Multimedia presents vivid pictures, which can keep students' interest in learning new knowledge.
Step two. Demo 1, introducing the new structure-should be allowed. Through projection, new structures "should be allowed" and "should not be allowed" are presented instead of "can do" and "can't do". Introducing new structures from familiar structures helps students understand; 2. Teaching1a. Further introduce the new structure. Then, let different students express their opinions-agree or disagree. Why? Attention should be paid to helping students understand the sentence 1a in Chinese. 3. Teach 1b, 2a, 2b listening training. Before listening practice, students should be helped to make clear the requirements and give some guidance. Let students listen to the tape with questions, which can improve the quality and confidence of students' listening.
Step three. Integration and expansion
1, teach 1c, 2c. Students list what teenagers should and shouldn't do, and then talk freely in groups of two or four. Then, ask several groups of students to show their dialogues. Creating a situation close to students' reality can stimulate students' sense of participation and consolidate the new knowledge of this lesson.
2. Grammatical emphasis. Show this part with multimedia courseware. Let several students read aloud first, and then see what problems students have in understanding sentences and solve them in class. After students participate in the activities, let them reflect on the grammar points of this lesson, correct students' language mistakes in task activities and maintain their learning confidence. Step four. The homework structure lists some things that are not introduced in class, what is allowed and what is not allowed. Extend classroom group activities to extracurricular activities, and lay the foundation for writing this unit.
An analysis of the teaching situation of the third part of the teaching design of junior high school English writing course
In the process of cultivating students' written expression ability, how to write articles has been ignored. We should pay attention to two phenomena: first, although students make many mistakes in words and sentences, they are far less serious than the structural mistakes they make. Too many or not enough information points, chaotic logic and imprecise structure are the "culprits" that cause the "low grade" of written expression; Second, the mistakes in choosing words and making sentences are not all caused by not knowing how to use words or making sentences yourself. Not making a fuss will also lead to mistakes in choosing words and making sentences. Correcting the mistakes of words and sentences can't completely stay at the level of words and sentences, just like you can't treat a disease with a headache and foot pain. Cultivating students' writing ability plays an important role in senior high school English writing.
Teaching objectives
This lesson is to solve the problems in students' writing process, cultivate students' writing habits, and learn and master writing strategies. Specifically, the following objectives should be achieved:
1. Cognitive goal. By analyzing the problems existing in students' written expression, let students understand the importance of writing.
2. Develop the habit of asking for articles. Through two practical exercises of written expression, let students develop the habit of planning articles before writing.
3. Grasp the strategic objectives. Through "concussion" and the guidance of teachers, students can master the steps of writing and understand the requirements of writing.
Analysis of learning situation
Middle school English written expression requires few words (100 words or so) and is not open (the situation has been given in Chinese or pictures). Therefore, students do not pay enough attention to the ideas of written expression, despise the examination of questions, write without thinking, and even translate sentence by sentence, resulting in overlapping information points in the composition and weak logical connection between sentences. From the text point of view, the reasons for these problems are as follows:
1. Psychological fear. Some students will feel fear when they see English writing, especially when they see that some situations are difficult to express in English, and this fear is even more rampant. They don't know that the first step in writing should be to plan an article. If an article is successfully planned, you will feel "confident" and it is naive to be "blinded" by one or several words and sentences.
2. despise the article. I think that written expression is simple, as long as there are no language and grammar mistakes, plus a few "beautiful" sentences, you can get high marks.
I don't know how to plan. I don't know the main idea of writing, thinking that writing is to complete the task assigned by the teacher.
Selection and Design of Teaching Strategies
The subject of teaching is students. Writing problems should be found under the guidance of teachers, and problems should be solved through practice to cultivate writing ability. Teaching activities mainly include:
1. Grouping "concussion"
2. Teacher-student interaction
Teaching emphases and difficulties
Providing effective writing cases will shock students' minds and make them understand the importance of writing, so as to actively cultivate their writing habits and develop their writing ability.
teaching process
Step 1 preheating
What do you think is the most important thing to write a good composition?
Ss: There are no mistakes in words or sentences, long and complicated sentences, covering all the required information.
(Design intention: stimulate students to think, encourage students to answer questions and introduce topics accurately. )
show
The teacher presented three compositions with fluent sentences, fewer vocabulary and sentence errors, but unreasonable text structure. Q: Why do these components degrade?
Prompt 1: When students find the problem difficult, the teacher intervenes and gives a prompt.
Tip 2: Leave more time for students to think about the first exercise, and the second and third exercises will pass quickly.
(Design intention: Students are the main body of learning, leaving the process of finding problems to students.
Objective: To introduce the concepts of theme, intention, plan, conception and information organization, so that students can realize the importance of plan. )
brainstorming
The teacher asked three related questions, and the students grouped into "concussion" to explore the answers.
1. Why did you write a composition? Or what is the purpose of writing?
2. Which is more important, collecting information or organizing information?
3. What steps will be taken to write an English composition?
(Design intention: Student-centered teaching also emphasizes the leading role of teachers. Carefully designing questions and guiding students to think is an important medium to play the guiding role of teachers.
Objective 1: Let students understand that grasping the main idea is the first step in writing.
Goal 2: Let students know that sorting materials is more important in English composition.
Goal 3: Encourage students to summarize several basic steps of writing. )
Teacher interaction
Several basic steps for teachers to guide students to summarize their compositions: 1. Get to the point.
2. Judge genre and theme.
3. Select and organize information
4. Language tips.
5. Writing and revision.
Organize information comprehensively, focus on the main idea of the article, be good at layout, and the beginning and end of the article should be in their respective positions and echo each other.
(Design intention: Help students sum up how to write an article. )
Creative work
The teacher completes two essay questions twice, so that students can choose and organize information points and cultivate their writing ability.
Tip: Students should spend 5 minutes on each composition and 5 minutes on analysis and evaluation.
(Design intention: The first few links are paving the way, and this link is practical application, creation and improvement. )
A brief summary
Organize students to evaluate this class.
Teaching reflection
This class is to solve the practical and common problems of students' writing, so the classroom effect has basically achieved the expected purpose. When it comes to problems, many students nod their heads frequently to show their approval, and even can't wait to solve them. Some students said with emotion, "I didn't know where to start writing English composition before, but now I know that we should first conceive the framework of the article, sort out the information points, and then choose words to make sentences. I feel that the expression of sentences is not as difficult as before." Another student raised a question: Now that English composition is becoming more and more open, I think it is also important to choose information points instead of organizing materials. This is a good idea! Yes, the times are changing, the examination time is changing, and our teaching and learning should keep pace with the times. We should also pay attention to the choice of information in the future. In addition, there are several activities in the composition class. In the future, English songs with good lyrics can be added for students to read and sing, which can not only learn but also enliven the atmosphere.