Written expression has always been a difficult point in English teaching. It takes a long time to write a good article in a limited time. In recent years, English writing has paid more and more attention to the setting of scenes, and the selection of materials strives to be novel in content, wide in subject matter, reflecting the requirements of the times and diverse in genre. Writing is a long-term training process, so we should persevere. Therefore, teachers should cultivate students' self-confidence and patience, and be diligent in writing, which can eventually be improved.

Junior high school English; Writing teaching; The current situation of the problem; improve one's method

English writing ability is an important aspect of English subject ability structure, and it is an important basis and means to form comprehensive language application ability, obtain information and process information. However, in most junior high school English classroom teaching, writing training takes up the least time, because writing teaching is time-consuming and laborious, and students are afraid of writing teachers and criticism, which ultimately restricts the improvement of English level. Here, I will talk about my views on my own teaching experience.

First, the problems in junior high school English writing

At present, junior high school students' English writing level is generally not high, for many reasons:

(1) Teachers don't pay enough attention to writing training, and students are not interested in writing. In teaching, teachers spend a lot of time listening, speaking and reading, but lack some time to give students writing guidance.

(2) Influenced by Chinese, students can easily write Chinglish in the process of writing. At the same time, due to the lack of English cultural background knowledge, students often make some intellectual mistakes in writing.

(3) Students can't remember words, phrases and phrases clearly, and their vocabulary is small and collocation is improper, which seriously affects the improvement of their writing level.

(4) Teachers lack certain guiding skills and systematic training methods. Teachers don't have clear ideas and confused guidance on writing training in teaching, and students don't know how to write.

Second, how to improve the current situation of English writing teaching

In view of the current situation, I often train students in the following ways in class:

1, the training of using words to make sentences, the training of making sentences with conjunctions and the training of combining articles and sentences with conjunctions.

First, let the students dictate the words, phrases and key sentences learned in this unit. It is worth noting that teachers should know which words and sentences to dictate before dictation, because this is to prepare for the next step. Secondly, let the students write sentences with the words and phrases they just dictated. At this time, the teacher can prompt the students to make sentences in Chinese. Third, ask students to rearrange the order and tense of sentences in combination with the sentences dictated in the first step to form a short composition related to the topic of this unit. Finally, let one or two students read the composition by themselves, and the teachers and students study collectively. In this process, teachers should pay attention to the practice of single sentences in textbooks, guide students to gradually transition from mastering single sentences to using complex sentences, and let students express their ideas coherently and freely. We should pay attention to the comparison of English and Chinese structures, reduce expression errors, and help students improve their ability to choose words and make sentences through the analysis, induction and summary of wrong sentence patterns.

2. The teacher assigned a task team to cooperate.

Task-based teaching consists of teaching objectives, information input, activities, teacher-student roles, teaching environment and other elements. Students can interact in the process of completing tasks, which leads to language acquisition. Can better complete the course objectives. For example, after the second student learned about plants, the teacher wrote a composition on why plants are important. Guide students to consider the use of food, clothing, shelter, improving the environment and office supplies, and list the outline. Then let the students complete the task in groups, and finally choose a masterpiece from each group. In this way, students' writing has an "outline" to follow, and their thinking becomes clear from confusion, from nowhere to write to something to say. Students will actively participate in cooperative writing, and excellent students in each group will drive students with learning difficulties. In this process, teachers should design teaching activities from the perspective of students' "learning", so that students' learning activities have clear goals and constitute a gradient and cohesive activity.

3. Feed and play freely.

In recent years, composition questions have given students more and more space to play freely. For example: 20 13 Shaanxi Senior High School Entrance Examination Composition: Suppose you are Yang Pei, and your foreign teacher, Mr. Smith, will organize several students to go to other schools for a fellowship. Please refer to the given information and write to Mr. Smith to explain how you intend to carry out this activity and state the reasons. Both of these compositions require students to play within a certain range. Therefore, teachers should constantly improve teaching methods, design more English writing activities and let students practice more. This can not only improve students' writing ability, but also give full play to their inherent potential.

4. Practice various styles and master various tenses and formats.

Junior high school English writing must have narrative and explanatory texts in the form of diaries, letters, telephone calls, emails, rules and regulations, warnings, messages, etc. In the process of training, teachers should be clear about their own characteristics. For example, a narrative should have six elements: time, place, person, event, process and result, and the tense is often in the past tense. The explanatory text should clearly explain the characteristics and uses of things, and the tense should be simple present tense. The diary format should have date and weather, and the tense is often past tense. A formal letter should have a title, body, conclusion and signature. The letterhead includes the address of the writer and the date of writing, usually written in the upper right corner of the letterhead. Between familiar friends, the address of the writer can often be omitted. Dates are often written in the following two ways: (a). Month/day/year: for example, August 28th, 20th12nd. (b) DD/MM/YY, 2005: for example, August 28th, 20 12. The address is generally from small to uppercase, such as house number, street name, city (county) name, province name and country name (the postal code is usually written after the city name). This is completely contrary to the address writing of China's letters. The address can be written in 1 ~ 3 lines, and the date is written below the address (see letterhead format). Warning common imperative sentences or No+ nouns /v /V-ing. In short, every time you train a business format, you must first give students a model. Over time, students' writing ability will naturally improve.

5. Evaluate students' homework, find bright spots and correct mistakes collectively.

In writing training, we should follow the principle of gradual progress, and teachers should proceed from reality, give consideration to students at all levels, comment on excellent works and correct mistakes. At the same time, it is necessary to comprehensively evaluate the development and progress of students. When students' writing performance is not satisfactory, they should also find one or two good sentences to praise them and encourage them to adjust their learning strategies to further improve. At the same time, we should pay attention to students' little progress in the learning process and give them incentives in time.

In short, a well-designed exercise can often stimulate students' writing enthusiasm. Therefore, as teachers, we should plan the writing tasks for the whole semester at the beginning of each semester. Teachers should be good at guiding students to be diligent in writing, enhancing students' confidence in writing, and thus improving students' writing ability.

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