初中英语写作范文集锦 29

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Her favorite season is summer,because it’s hot,she can eat ice- cream. She likes playing the piano,reading books and singing songs.

Who’s she?She is my best friend ——Sun Mengqi. She has a very good English name,too——Angle.

38范文讲评:周末

「要求」

周末两天的休息对于平时忙于工作学习的人们来说是非常宝贵的。请你根据下列提纲写一篇短文。

周末对于人们来说意味着什么。

每个人都有自己度周末的方式。

我是怎样度周末的。

「范文」

Weekends

Weekends to people mean that they can have a two-day good rest. For example,people can go out to enjoy themselves or get together with relatives and friends to talk with each other or watch interesting video tapes with the whole family.

Everyone spends weekends in his own way. Within two days,some people can relax themselves by listening to music,reading novels,or watching films. Others perhaps are more active by playing basketball,wimming or dancing. Different people have different relaxations.

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初中英语写作教学方法趣谈 发表时间:2018-04-26T15:20:09.637Z 来源:《中小学教育》2018年4月作者:邓志宏[导读] 现在的初中生英语写作能力不容乐观,主要问题是教师的教学模式陈旧,对学生的写作能力缺乏有效的训练,而学生普遍存在畏难情绪。 邓志宏乌鲁木齐市第十六中学 830000 【摘要】现在的初中生英语写作能力不容乐观,主要问题是教师的教学模式陈旧,对学生的写作能力缺乏有效的训练,而学生普遍存在畏难情绪,因此,教师要科学有效地帮助学生突破写作难点,指导他们掌握适合自己的写作方法,从而有效提高教学质量。【关键词】循序渐进;兴趣;写作训练 中图分类号:G623.2 文献标识码:A 文章编号:ISSN1001-2982 (2018)04-096-01 1.激发兴趣,适时鼓励,培养自信 兴趣与自信对英语学习的重要性是不言而喻的,而两者的产生和保持在一定程度上依赖于付出努力后所获得的成功感。教师既可以结合课本所学内容,或用看图写作的形式(如学了There be 结构,给学生画一幅画,让学生描述画中的内容)。或用日记的形式(如学了一般现在时,让学生记录一天的活动)。又能脱离书本,超越书本,体现生活性、趣味性、扩展性。教师还应指导学生收集好词好句,谚语习语,精美语段,幽默小故事等常用写作句型。学生每完成一件作品,教师都尽量地发现其可取之处,给予恰当的表扬并提出中肯的意见,期待下一次完成得更好。每一次肯定、欣赏的评价,都是帮助学生挖掘其内动力最好的催化剂。多年实践下来,学生的语言得以积累,听、说、读、写能力均得以提升,写作不再是难题,学生学习英语的热情就会高涨。 2.形式多样,培养语感 按照中小学英语教学大纲的要求,“听说读写”是中学英语教学目的所在,而英语的写作训练是综合能力的训练之一,也是其中的难点。但是单单加强“写”的训练是远远不够的,英语的听说读写是相互影响、相互作用的有机统一体。因此,无论在课堂上还是在课后,教师都要为学生创造多读的机会,鼓励学生开口大声朗读,并在日常的教学中注重写作训练形式的多样化。在课堂教学中,教师应注意创设多种交际情景,采用多种教学方式增加学生之间、师生之间的对话与交流,使学生有更多训练听说的机会,如看图说话、复述课文、讲述故事、伙伴对话、表演对话和短剧、小组讨论、阐述观点等等均可以促进学生口头表达能力的提高。在口头表达后,再让学生做书面表达,进行写作训练,落实和提高学生的书面表达能力。有时还让他们将听到的内容写在作文本上。这样可以有效地把听、说与写作结合起来,促进学生书面表达能力的提高。 3.熟悉体裁,掌握格式,认真审题,确定主干 英语写作中,主要有以下几种体裁的文章格式:记述文、说明文、日记、书信、通知、便条和其它。每一种体裁都有其表达要求,学生应认真审题,确定主干,开展写作。所谓文章的“主干”,无非是两点:文章的主要时态;文章内容的侧重点,即要围绕主题。教师应作具体指导,以便学生掌握。例如记叙文(Narration)、这是最普遍、最基本的一种文体。写作中应遵循以下几点。(1)交待要素,即人、时、地、事。(2)按事件发生的先后顺序叙述完整、具体。(3)要重点突出,目的明确。记叙文所记的都是过去发生的事情。日记(Diary)这是把自己当天生活中经历的有意义的事以及见闻或感受记录下来的书面形式。文体自由,通常用第一人称写。通知和便条(Notice, Note)一般至少有口头通知、书面通知两种形式,至少包括三项内容:时间、地点、活动内容。便条一般有留言条,请假条。特点是:格式简单,开门见山,三言两语。 在了解和掌握了几种主要写作体裁之后,学生在对待写作时,就不会有无从下手的感觉了。 4.循序渐进,尝试体验 第一步,要求学生仿写。对于一般学生,要求他们模仿课本或练习册中的词汇、句型或模仿范文仿写,而为了便于优生书面写作潜能的发挥,教师可以要求他们不局限于模仿课本或练习册中的词汇、句型,可拓展使用许多己学过的词或词组。 第二步,列出提纲,引导学生写。引导学生书面表达有许多形式,教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确目标,并构成一个有梯度的连续活动。首先采用给出文中的关键词或短语,引导学生列出写作提纲,这样学生在书面表达时可减少审题环节,不让学生感觉无从下笔,而且学生很容易理清写作思路。这样由浅入深的训练方式,开始能让学生产生成就感,渐渐地学生对书面表达产生了兴趣,克服了恐惧心理,从写作中获得了成功的快乐,就会树立写作的信心。 第三步,自由发挥。教师要改进教学方法,设计开放性的写作活动,既能提高学生对书面表达进行布局、谋篇的能力,又能提高其识别、判断和改错的能力,更能发挥学生的内在潜能和丰富的想象力,最终写出个性化的文章,增加学生的成功感。 5.批改讲评,修改润色,激励点评,促进提高 作文的批改与讲评是写作教学的最后一个环节,也是不可或缺、极其重要的一个环节。由于班级人数多,批改量的工作量很大。如果不及时批改,作文中的错误得不到及时纠正,写得再多也收效甚微;但在批改过程中,如果抓住学生的错误不放,有错必纠,改到最后,往往就变成了老师自己的文章。因此,教师可以让学生动手参与,互相评改。学生相互传阅和批改作文不仅增加了写作时的真实感,更重要的是,能训练学生的语言意识和敏感性。 在平时教学中,教师也可以见缝插针地采用面批的方式。面批作文可使学生及时、清楚地认识到自己作文的毛病,须注意哪些问题,该如何改进等,而对于教师,可以使我们深入学生的内心世界,了解学生的思维过程,针对每个不同程度的学生,对症下药。 上面就初中英语写作教学提出了一些看法和建议,在教学实践中,各种方法和措施并不是孤立的起作用的,而是相互渗透、相互配合的,把握好这点,才能更有效地培养初中学生用英语谋篇布局、用词造句、自我检查、自我修改的能力,从而全面提高写作水平。参考文献: [1]赵殿君.中学生英语学习兴趣的培养[J].教学交流,2009(5). [2]王金剑.英语学习兴趣的培养[J].科学教育家,2009(4).

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初中英语写作范文集锦 07

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