《On English Writing Teaching in Junior Middle School英語(yǔ)畢業(yè)論文》由會(huì)員分享，可在線閱讀，更多相關(guān)《On English Writing Teaching in Junior Middle School英語(yǔ)畢業(yè)論文（7頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。
1、On EnglishWritingTeachinginJuniorMiddle School
Abstract: The teaching of English writing is the emphases and difficulties in junior middle school English teaching , a lot of students feel confused when writing an English composition, and there often exists serious difficulties in their English expr
2、essions. When to write a composition but they do not know how to start it, and some errors, Chinese style English sentences are everywhere. Therefore, how to effectively carry on English composition teaching has become the English teachers’ exploration and research topic. So we teachers should carry
3、 out the training for the teaching writing process, and gradually improve students’ English writing skills. This article is based on the new curriculum requirements, the importance of writing, the current status of the junior middle school English teaching, a number of ways on how to strengthen juni
4、or secondary English teaching.
Keywords: A new challenge; To imitate; The importance of the whole teaching situation; Writing comments
1.A new curriculum on the new challenges of teaching English
1.1 The new curriculum for the teaching of writing requirements
The newly "English Curric
5、ulum Standard" for junior high school students made specific provision for writing, Level3 (Grade7) writing goal is to write simple greeting cards or a short story according to the pictures; Level4 (Grade8) writing goal is to write brief instructions, simple and easy logs; Level5 (Grade9) writing go
6、al request are can draft the simple report, the short note, the short written work independently or can simply describe the person or event etc.
1.2 Years of English writing exam in Taizhou also put forward new requirements
Under the new curriculum ideas, the request of English writing test i
7、n Taizhou is improving all the way. Since 2009, the English writing test in Taizhou Senior High School Entrance examination has enhanced from 15 points to 20 points. These changes reflect the new curriculum aims to develop students’ thinking and communication skills in English obviously, that is stu
8、dents should pay attention to the comprehensive language ability. Therefore, we teachers should carry out the training in writing in the teaching process, and gradually improve their English writing skills.
2. The importance of writing teaching
Li Funing, Western Language and Literature mast
9、er, the famous educator, translator professor of linguistics in international conference was told, "only through the creative practice exercises (creative students can), methodical and clearly express ideas coherently. The writing ability is understanding ability, thinking and writing skills of the
10、comprehensive reflection. To make the language input and output of the most efficient, converting input and output as much on. So, language communicative functions can be realized.
For junior middle school students, they begin to form the outlook for all things they have their own views gradually
11、, English has certain basis, so they are useful for the students’ English writing needs. If not keeping up with writing instruction, students will not be able to meet this desire. If teachers do a good job at this critical period, it can train students thinking in English and improve their ability t
12、o express in English and increase their writing interest,which can lay a good foundation for their further improving English in the future.
3. The situation of junior middle school English writing teaching at present
3.1 Many teachers take insufficience for English writing teaching
The new
13、 curriculum teaching is based on knowledge training and the importance of "reading and writing" has also increased, which has the corresponding guidelines. But many teachers are busy catching up with schedule in teaching and have no time to care about writing teaching. They often just to focus on te
14、aching language points and grammar. Thus the students are lack of interest in English writing, lack of knowledge of English writing guidance and training, which caused many students’ written powers of expression not to be able to achieve the middle school program of instruction the request to new "E
15、nglish Curriculum Standard".
Regarding the writing training, the teachers mostly give the students the topic and some hints according to the test pattern to let them complete a composition in class or in the extracurricular stipulation time, then deliver to teacher to mark.. This kind of educatio
16、nal model causes the student to lack the writing enthusiasm and the initiative, simultaneously make the teacher busier. And some teachers simply issue the students a amount of model compositions and let the students go back to recite instead of writing teaching. Such students may soon get the struct
17、ure, but the specific expression is lack of training and full of mistakes as usual. Therefore, students writing level cannot have the radical enhancement, and they cannot get interested in writing.
3.2 Junior middle school students abilities of writing are weak
Take my school grade9 students a
18、s an example, in a module examination, the “written expression” perfect score 20 points, but the average score of the students is less than 12 points, which cannot achieve the passing level. But this kind of situation does not limit in our school, the public ones in our district get the same thing.
19、All these reflect the junior middle school students English writing ability is generally low, lack of writing, the lack of the cultivation of the written expression ability and effective training system. So, in the new curriculum on how to effectively in English writing teaching and how to scientifi
20、cally and effectively train students writing skills and ability to junior middle school English teaching have become a problem to be solved.
4. How to strengthen the junior middle school English writing teaching
4.1Teaching “word—sentence” transition, training students the ability to write sen
21、tences
Any language has the inherent links. English is no exception, nothing more than this link: word - phrase - sentences. Many students are unable to write, one of the causes is poor vocabulary or phrases, and English expressions are really different, so it really is beyond its capability of
22、students to write sentences. To overcome this difficulty, teachers on the one hand is to strengthen the supervision of the students remember the word; On the other hand pay attention to teaching in "word--sentence" transition to help students remember the words, understanding phrases, and learning t
23、o write sentences. For example, when teaching the word “country”, we can show a map of China to the students to arouse their interest in learning, then teach “word—phrase” to write sentences from the transition. ( country--the worlds largest country--one of the worlds largest countries in the world-
24、 --China is one of the worlds largest countries in the world.). So through the continuous accumulation, the students slowly wont be afraid to write sentences, English writing can also be more standardized and more accord with Anglo-American expressive habits.
4.2 Enhance the reading training and
25、 improve students’ sense of English linguistics
According to the requirement of English syllabus, "listening, speaking, reading and writing" is the middle school English teaching aim, and English writing is one of the comprehensive ability trainings, which is also the difficult one. But only to s
26、trengthen the "write" training is not enough. For “l(fā)istening, speaking, reading and writing” are mutually influenced, which are aiso the interaction of the organic unity. A veteran of English industry in his monograph “The Writing of English” talking about solving the difficulties of writing in Engl
27、ish, said: "You ought to read very carefully. Not only very carefully, but also aloud, and that again and again till you know the passage by heart and write it as if it were your own. " This is another clear illustration of how important reading is. Therefore, despite the usual language utilization
28、environment is limited, regardless in class or after class, the teachers must create the opportunity for the students and encourage them to read more.
4.3 Taking the model essay to lead the way and enhancing English writing ability
Copy writing essays, namely, guide by imitating and creation.
29、 Writing is like building a house, when you have materials, you should take them in some form of piled together to form houses. How to put them together to form sentence writing has become the key to success. To solve this problem, the teacher must compile generally from easy to difficult to write a
30、 composition from imitation. At the same time it also improve English writing skills in an effective way. In imitation of writing, format, conception and expressions etc all can be imitated, but we must require students to avoid being flexible, not being applied mechanically, and the statement shoul
31、d be fluent in line with expression.
4.4 Using integral method to strengthen the teaching of writing
The western scholar Goodman believed that language is an integral whole, listening, speaking, reading and writing is a function of the whole structure of language integrated organic component.
32、They should not be divided. In ESL (English as a second language) teaching of the United States, the overall language teaching method nearly occupies the dominant status. The teachers request the students to start with reading and writing from the first day to school. Students will prepare a diary t
33、o write every day. Write from the meaningless alphabets to the meaningful simple sentences and write their language in the development process of growth. The teacher gave some commonly used words written on the card, the simple sentence written in the note in the classroom and hung on the wall. The
34、low level of English major students, with his writing content is his own experience. Then students read their initial drafts to the teachers and students to let them correct , and finally copy into the final drafts. The teachers request the students to hand in their most satisfied compositions every
35、 week. At the end of the semester, the teacher will bind each student’s most self-satisfied works and give them out to the students to bring them big sense of pride and the sense of achievement. In actual teaching, we can take the following ways to carry on:
(1) Encourage students to write Engli
36、sh diary
"Writing is training thinking". We ought to encourage students to write English diary every day, they can write something happens around them, they can also choose the interesting topics from books or newspapers. In the Beginning they’d better start with imitation. Either is OK to imitat
37、e its structure or the ways of expressions. The imitation materials may be the studied texts which they have read, or may also be "New Concept English". When reviewing, we can give an overall evaluation, instead of circling spelling and grammar errors. The main purpose of diary writing is to cultiva
38、te their interest in English writing so that let students realize a sense of using English to express their own ideas of fun, rather than individual words and grammatical error correction, otherwise, it will devastate the enthusiasm of students English writing. If discoving some mistaks quite common
39、, the teachers may concentrate in the classroom explaining.
(2) Daily report—presentation in each class
Three minutes before each class, we can arrange students take turns to make an English report which the teacher told him a them in advance for writing, and through it, let the students and t
40、eacher evaluate. I think it is a very good form. when doing Presentation, students’ creativity and ability of thinking not only bring bursts of laugh, but can bring a lot of surprises frequently. In this way students’ ability of listening, speaking, reading and writing can be trained well.
4.5
41、 Emphasis the excellent comment and evaluation exercises combined with surface-based marking approved way to enhance the timeliness of correction
English writing needs to start thinking in English and repeated practice using English thinking. But writing is full of skills after all, when the stu
42、dents have good habits of thinking and a certain amount of writing exercises, the teachers should seize the opportunity, combined with an excellent composition’s comment, according to a certain order to gradually teach students how to examine the topic, rules and layout and the interface between wri
43、ting strategy of discourse. Because there is already a solid groundwork, students combine their own experience of writing with immense interest, and those skills will naturally go into the normal course of writing, so that teaching effectiveness has been realized.
To do better in English teaching
44、, we also have to do auxiliary work intensively. The students can be aware of the mistakes in their compositions clearly and know how to improve through face-to-face correction. By this way the teachers can also deeply understand the inner world of the students and their thinking process. The teache
45、rs can take some actions according to the different degrees of each student to improve their writing ability rapidly. For example, If a student wrote "We should do more practise." in his composition. For the poor level students, the teachers only need to tell him “practise” is a verb, here we should
46、 the form of its noun (uncountable nouns), so this sentence should be "We should do more practice.". But top students, the teachers can also tell them that the sentence can be changed to "we should practise more.". Through face to face, the teacher carefully correct the student’s coposition word by
47、word, the student can think deeply while listening. And he must pay more attention easily at the same time than in class, the mistakes that the teacher pointed out will be long remembered.
If time is limited in class and the teacher cannot do face-to-face correcting, he can record typical and un
48、iversal mistakes which can prepare for the composition comment while reviewing students’ compositions after class. For the students of better class can also take the form of class interaction. The students can correct the compositions for each other, they can discuss in pairs while correcting, and m
49、ark where they are puzzled. Then discuss with each other till the correction consensus. If having difficulties, they can ask teacher for help. In this way the students will have fun with writing successfully, and their interest in writing will also naturally improve.
4.6 Insist on praise and enco
50、uragement to boost the confidence of students’ writing
Students are the main body of teaching, in order to be effective teaching, students must play the initiative. Therefore in the writing teaching, teachers should avoid some unsuitable word , such as “Little progress, continue! ” instead of “p
51、oor writing.” Thus the students will be more confident to write and to practice. And the writing problem will be also easily solved.
5. Conclusion
In brief there are also many other English writing teaching methods, the above are only my immature views. In fact English writing is not easy, it
52、will take the students a long period of time to improve. Therefore in usual English teaching, the teacher should carry on researching various methods so that students can master the basic knowledge and skills to form the rigorous logical thinking ability. I’m sure that in this kind of long-term unre
53、mitting training, the students’ writing ability will have greatly enhanced.
References
[1]呂中舌，羅承麗.《清華外語(yǔ)教育論叢（第二輯）》，清華大學(xué)出版社，1999年.
[2]托瑪斯克拉爾.《英語(yǔ)教學(xué)新思路》，廣西教育出版社，1996年.
[3]李賦寧，陶潔，胡壯麟.《英語(yǔ)學(xué)習(xí)指南》，世界圖書出版公司，1999年..
[4]文秋芳.《英語(yǔ)學(xué)習(xí)的成功之路》，上海外語(yǔ)教育出版社，2002年.
[5]王篤勤.《英語(yǔ)教學(xué)策略論》，外語(yǔ)教學(xué)與研究出版社，2002年.
[6]鐘心 《初中英語(yǔ)寫作教學(xué)的幾點(diǎn)思考》
[7]鮑承模.“美國(guó)中小學(xué)‘英語(yǔ)為第二語(yǔ)言’現(xiàn)代教學(xué)法介紹”，《中小學(xué)英語(yǔ)教學(xué)與研究》，1999年第5期
On English Writing Teaching in Junior Middle School英語(yǔ)畢業(yè)論文
